Unconditional Positive Regard — Anticipation –You Can Get What You Want — Change Your Expectations — Choose What You Want! — Commit To Mastery — Love — Videos

Posted on December 16, 2016. Filed under: Babies, Blogroll, Communications, Entertainment, Faith, Family, Friends, Heroes, liberty, Life, Literacy, Love, Mastery, media, Music, Music, People, Philosophy, Programming, Radio, Raves, Raymond Thomas Pronk, Success, Television, Video, Wealth, Wisdom, Work, Writing | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |

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The first 20 hours — how to learn anything | Josh Kaufman | TEDxCSU

Unconditional positive regard — the power of self acceptance | Michelle Charfen | TEDxRedondoBeach

After watching this, your brain will not be the same | Lara Boyd | TEDxVancouver

Why you don’t get what you want; it’s not what you expect | Jennice Vilhauer | TEDxPeachtree

Bill Gates on Expertise: 10,000 Hours and a Lifetime of Fanaticism

CHANGE YOUR MIND AND BECOME SUCCESSFUL – Best Motivational Videos Compilation for 2017

Malcolm Gladwell: Outliers

Tim Ferriss Scoffs at Gladwell’s 10,000 Hours

Tim Ferriss shares how to master any skill by deconstructing it | The Next Web

The Rolling Stones – You Can’t Always Get What You Want (TV Show ’69)

I saw her today at the reception
A glass of wine in her hand
I knew she would meet her connection
At her feet was a footloose man
No, you can’t always get what you want
You can’t always get what you want
You can’t always get what you want
But if you try sometime you find
You get what you need
I saw her today at the reception
A glass of wine in her hand
I knew she was gonna meet her connection
At her feet was a footloose man
You can’t always get what you want
You can’t always get what you want
You can’t always get what you want
But if you try sometimes well you might find
You get what you need
And I went down to the demonstration
To get my fair share of abuse
Singing, “We’re gonna vent our frustration
If we don’t we’re gonna blow a 50-amp fuse”
You can’t always get what you want
You can’t always get what you want
You can’t always get what you want
But if you try sometimes well you just might find
You get what you need
I went down to the Chelsea drugstore
To get your prescription filled
I was standing in line with Mr. Jimmy
And man, did he look pretty ill
We decided that we would have a soda
My favorite flavor, cherry red
I sung my song to Mr. Jimmy
Yeah, and he said one word to me, and that was “dead”
I said to him
You can’t always get what you want
You can’t always get what you want
You can’t always get what you want
But if you try sometimes you just might find
You get what you need
You get what you need–yeah, oh baby
I saw her today at the reception
In her glass was a bleeding man
She was practiced at the art of deception
Well I could tell by her blood-stained hands
You can’t always get what you want
You can’t always get what you want
You can’t always get what you want
But if you try sometimes you just might find
You just might find
You get what you need
You can’t always get what you want
You can’t always get what you want
You can’t always get what you want
But if you try sometimes you just might find
You just might find
You get what you need

Carly Simon – Anticipation

Lyrics

We can never know about the days to come
But we think about them anyway, yay
And I wonder if I’m really with you now
Or just chasin’ after some finer day

Anticipation, anticipation
Is makin’ me late
Is keepin’ me waitin’

And I tell you how easy it feels to be with you
And how right your arms feel around me
But I, I rehearsed those lines just late last night
When I was thinkin’ about how right tonight might be

Anticipation, anticipation
Is makin’ me late
Is keepin’ me waitin’

And tomorrow we might not be together
I’m no prophet and I don’t know nature’s ways
So I’ll try and see into your eyes right now
And stay right here ’cause these are the good old days

And stay right here ’cause these are the good old days
(These are the good old days)
(These are the good old days)
(These are the good old days)
(These are…..the good old days)

Paul McCartney, Joe Cocker, Eric Clapton & Rod Stewart – All You Need Is Love (LIVE) HD

“All You Need Is Love”

Love, love, love
Love, love, love
Love, love, love

There’s nothing you can do that can’t be done
Nothing you can sing that can’t be sung
Nothing you can say but you can learn how to play the game
It’s easy

Nothing you can make that can’t be made
No one you can save that can’t be saved
Nothing you can do but you can learn how to be you in time
It’s easy

All you need is love
All you need is love
All you need is love, love
Love is all you need

Love, love, love
Love, love, love
Love, love, love

All you need is love
All you need is love
All you need is love, love
Love is all you need

Nothing you can know that isn’t known
Nothing you can see that isn’t shown
Nowhere you can be that isn’t where you’re meant to be
It’s easy

All you need is love
All you need is love
All you need is love, love
Love is all you need

All you need is love (All together, now!)
All you need is love (Everybody!)
All you need is love, love
Love is all you need
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Yee-hai! (Love is all you need)
Love is all you need (Love is all you need)

Yesterday (Love is all you need)
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Love is all you need (Love is all you need)
Oh yeah! (Love is all you need)
She loves you, yeah yeah yeah (Love is all you need)
She loves you, yeah yeah yeah (Love is all you need)

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Collectivists Common Core Standards Funded By Gates and Department of Educations — Videos

Posted on October 2, 2013. Filed under: American History, Babies, Blogroll, Books, Business, College, Communications, Constitution, Crime, Culture, Economics, Education, Employment, government, government spending, High School, history, Investments, Language, Law, liberty, Life, Links, Literacy, Math, media, People, Philosophy, Photos, Politics, Programming, Psychology, Raves, Regulations, Resources, Reviews, Science, Strategy, Technology, Unemployment, Video | Tags: , , , , , , , , , , |

Updated February 16, 2015

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BL-common-core-update-AUG-2013

The Deliberate Dumbing Down of America

John Stossel – Common Core

Bill Bennett vs Greg Abbott Common Core Debate Fox News Sunday

“Story-Killers: How the Common Core Destroys Minds and Souls” by Terrence O. Moore

BUILDING THE MACHINE – The Common Core Documentary

Reaction To Jeb Bush And Common Core

What do the Common Core State Standards mean to you?

Ben Swann Exposes Common Core Curriculum

Joy Pullmann on Common Core

Problems with Common Core

Brilliant anti-Common Core Speech by Dr. Duke Pesta

Common Core Standards by Dr. Peg Luksik

Arkansas Mother Obliterates Common Core in 4 Minutes!

Problems with Common Core

Classical Education vs. Common Core

Ron Paul: “Common Core is the Last Straw”

PJTV: How the Obama Administration Is Dumbing Down Education

Obama’s Race to the Bottom: US Is Seizing School Power and Setting Lower Education Standards

PJTV: Obama Replacing Classics with Government Propaganda

Common Core State Standards – An Introduction To Marxism 101

FIXING AMERICA’S EDUCATION “BILL GATES” !

Bill Gates at the National Conference of State Legislatures (clip 4)

Bill Gates at the National Conference of State Legislatures (clip 5)

Bill Gates at the National Conference of State Legislatures (clip 6)

Bill Gates: How state budgets are breaking US schools

Why was a parent arrested for protesting Common Core

SHOCKING! Parent Arrested for Objecting to Obama Common Core

Common Core debate: Critics blast new education standards

Reclaiming Education Freedom: The Fight to Stop Common Core National Standards and Tests

“Common Core Common Sense: Why It’s Illiberal and Unconstitutional”

Who Is Behind The Privatization Of Education:Gates, Broad, KIPP, Pearson, WestEd & The Gulen Schools

Bill Bennett Endorses the Common Core

Resource Bank 2013: Confronting the Common Core: Strategic Discussion

Exposing Common Core

Charlotte Iserbyt on The Perils of Common Core

The Problem With Common Core – July 27, 2013 Boise, Idaho

Stopping Common Core National Standards and Tests

The Glenn Beck Program: Common Core and Education

You’ll never guess who is supporting Common Core?

GLENN BECK,Did Bill Gates admit the real purpose of Common Core?

The Government will Control Your Childs Every Move? Common Core Disaster?

The Danger Of Common Core – TheBlazeTV – The Glenn Beck Radio Program – 2013.03.15

Common Core Glenn Beck

Learn the Common Core Standards in 10 Minutes

Common Core: Dangers And Threats To American Liberty And Education

Common Core Standards – Fact and Fiction

Part 1 of 5 Stop the Common Core

Part 2 of 5 Stop the Common Core

Part 3 of 5 Stop the Common Core

Part 4 of 5 Stop the Common Core

Part 5 of 5 Stop the Common Core

Why We Need Common Core: “I choose C.”

The Untold Historical Truth Of American Education – Charlotte Iserby

Norman Dodd on Ford Foundation

Exposing the Tax Exempt Foundations – Dr. Stan Monteith

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Stop Obama’s Common Core Curriculum Standards — Progressive Indoctrination, Standardization And Tracking Of American Children Into Collectivists — Little Boxes — Videos

Big Brother Bill Gates Funds k-12 Tracking of Students With InBloom Database — Invasion of Privacy — Opt Out — Video

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The Virtue of Capitalism — Videos

Posted on May 4, 2013. Filed under: American History, Blogroll, Business, Communications, Economics, Employment, Federal Government, government, government spending, history, Inflation, Investments, Law, Life, Links, media, People, Philosophy, Politics, Raves, Talk Radio, Unemployment, Video, Wealth, Wisdom | Tags: , , , , |

Capitalism Without Guilt – Yaron Brook on morals of capitalism.

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Stop Obama’s Common Core Curriculum Standards — Progressive Indoctrination, Standardization and Tracking of American Children Into Collectivists — Little Boxes — Videos

Posted on April 2, 2013. Filed under: American History, Blogroll, Books, Business, College, Communications, Computers, Demographics, Economics, Education, Employment, Federal Government Budget, Fiscal Policy, government spending, High School, history, Language, Law, liberty, Life, Links, Literacy, Math, media, People, Philosophy, Politics, Programming, Psychology, Raves, Regulations, Resources, Science, Tax Policy, Taxes, Technology, Video, War, Wealth, Wisdom | Tags: , , , , , , , , , |

common-core

Little Boxes – Walk off the Earth

Obama On The Common Core Standards

President Obama, Secretary Duncan Announce Race to the Top

The Bottom Line :Education Database

Why We Need Common Core: “I choose C.”

Common Core Lesson Plans – Rated very funny!

Common Core Standards & Forming a Professional Learning Network (PLN)

Vision of the Common Core

Common Core State Standards: Principles of Development

General Session: Common Core State Standards

Moderator: Governor Jeb Bush, Governor of Florida from 1999-2007 and Chairman of the Foundation for Excellence in Education

Panelists: David Coleman, President and CEO of the College Board Bob Corcoran, President and Chairman of the GE Foundation Dr. William Schmidt, University Distinguished Professor and Co-Director of the Education Policy Center at Michigan State University, Minnesota State Representative

The Common Core State Standards and What’s Next for Higher Education | College Board Forum 2012

P20 Statewide Longitudinal Data System

Indoctrination And The Progressive Future – TheBlazeTV – The Glenn Beck Program – 2013.03.27

Data Mining In Common Core – TheBlazeTV – The Glenn Beck Program

Urgent Message On Common Core – TheBlazeTV – The Glenn Beck Radio Program – 2013.03.28 

Part 1 of 5 Stop the Common Core

Part 2 of 5 Stop the Common Core

Part 3 of 5 Stop the Common Core

Part 4 of 5 Stop the Common Core

Part 5 of 5 Stop the Common Core

The Government will Control Your Childs Every Move? Common Core Disaster?

The Glenn Beck Program – Air Date: Thursday, March 14, 2013

Rick Hess: Common Core as one more Obama initiative

Teacher Talk episode: Common Core State Standards

Learn the Common Core Standards in 10 Minutes

Common Core Curriculum Standards

Common Core Standards Overview | LiteracyTA

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Two Moms Against Common Core

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Pete Seeger – What Did You Learn In School?

School-Standards Pushback

Conservative Groups Oppose National ‘Common Core’ as an Intrusion on States

By STEPHANIE BANCHERO

The Common Core national math and reading standards, adopted by 46 states and the District of Columbia two years ago, are coming under attack from some quarters as a federal intrusion into state education matters.

The voluntary academic standards, which specify what students should know in each grade, were heavily promoted by the Obama administration through its $4.35 billion Race to the Top education-grant competition. States that instituted changes such as common learning goals received bonus points in their applications.

Supporters say the Common Core standards better prepare students for college or the workforce, and are important as the U.S. falls behind other nations in areas such as math proficiency.

A 2010 report from the Thomas B. Fordham Institute, a right-leaning educational-research group, said the Common Core standards “are clearly superior to those currently in use in 39 states in math and 37 states in English. For 33 states, the Common Core is superior in both math and reading.”

But conservative lawmakers and governors in at least five states, including Utah and Alabama, recently have been pushing to back out, or slow down implementation, of Common Core. They worry that adoption of the standards has created a de facto national curriculum that could at some point be extended into more controversial areas such as science.

Critics argue that the standards are weak and could, for example, de-emphasize literature in favor of informational texts, such as technical manuals. They also dislike that the standards postpone teaching algebra until ninth grade from the current eighth grade in many schools.

A study released this year by a researcher at the Brookings Institution think tank projected Common Core will have no effect on student achievement. The study said states with high standards improved their national math and reading scores at the same rate as states with low standards from 2003 to 2009.

But mainly, critics of Common Core object to what they see as the federal government’s involvement in local-school matters.

“The Common Core takes education out of the hands of South Carolina and parents, so we have no control over what happens in the classroom,” said Michael Fair, a Republican state senator who plans to introduce a measure that would bar his state from spending money on activities related to the standards, such as training teachers and purchasing textbooks.

South Carolina Gov. Nikki Haley, who took office after the state adopted Common Core, wrote in a letter to Mr. Fair that the state should not “relinquish control of education to the federal government, neither should we cede it to the consensus of other states.”

Common Core could take another hit Friday when the 23-member board of the American Legislative Exchange Council, a group of more than 2,000 state lawmakers and business members who back limited government and free markets, among other conservative goals, is set to vote on a resolution to formally oppose the standards. The resolution was passed by the ALEC education task force in December.Model legislation often is drafted from the group’s resolutions and taken by ALEC members to their state legislatures.

Common Core evolved from a drive by the National Governors Association and the Council of Chief State School Officers to delineate world-class skills students should possess. The standards, created with funding from, among others, the Bill & Melinda Gates Foundation, set detailed goals, such as first graders should understand place values in math and eighth graders should know the Pythagorean Theorem.

“We brought the best minds in the country together to create international benchmarks that, once mastered, would make our students more competitive, globally,” said Gene Wilhoit, executive director of the Council of Chief State School Officers. He said his group has no plans to create national science standards.

As the standards were being developed, the Obama administration launched Race to the Top in July 2009, which awarded points to states that adopted “a common set of K-12 standards” that are “substantially identical across all states in a consortium,” according to the grant’s policies. The department didn’t specifically mention Common Core, but it was the only common set of standards being developed.

As a result, most state’s legislatures or state boards of education adopted Common Core.

The standards have yet to show up in many classrooms as states are just beginning to implement them. But in Kentucky, where Common Core rolled out this school year, teachers are altering instruction and searching for new classroom reading materials.

Jahn Owens, a teacher in Owensboro, Ky., said the more rigorous standards require her to teach her fifth-graders how to multiply and divide fractions. Previously, that was taught in sixth grade. First-grade teacher Heidi Dees has added more nonfiction books to her classroom.

“These standards take students much deeper into the subjects and force them to do more critical thinking,” Ms. Owens said. “It’s been hard work for the teachers because the implementation was so quick, but we are now more purposeful about student learning.”

The Obama administration has awarded more than $360 million to two groups to create student assessments aligned to Common Core.

Wireless Generation, an education-technology company owned by News Corp., which also owns The Wall Street Journal, recently purchased Intel-Assess, a company that creates student assessments aligned to Common Core.

Justin Hamilton, a spokesman for the U.S. Department. of Education, called Common Core a “game changer” but said the administration didn’t force states to adopt it. “A bipartisan group of governors created these standards and states collectively adopted them,” he said.

But Emmett McGroarty, executive director of American Principles in Action, a conservative lobbying group that wrote the ALEC resolution, said states were “herded” into adopting the standards with no time to deliberate on their worth. He called the standards “mediocre” and costly to implement.

http://online.wsj.com/article/SB10001424052702303630404577390431072241906.html

The Common Core Curriculum
National education standards that even conservatives can love.

By Chester E. Finn, Jr. & Michael J. Petrilli

After votes yesterday in Massachusetts and the District of Columbia, 28 states have now embraced the new “Common Core” standards for primary and secondary education. Already, a majority — including red states such as South Carolina, Utah, and Oklahoma — have declared that they will use Common Core English and math standards in their public schools. Yet this profound, and we think positive, shift in American education is occurring with little outcry from the right, save for a half-dozen libertarians who don’t much care for government to start with. How come?

It certainly helps that the new standards were created by a voluntary partnership of 48 states, not by the federal government. But it’s also true that the Common Core standards are remarkably strong, vastly better than the standards most states have developed independently over the past 15 years. Yesterday, our institute released a 370-page study that finds the Common Core standards to be clearly superior to the existing English standards of 37 states and the existing math standards of 39.

One reason the Common Core fared so well is that its authors eschewed the vague and politically correct nonsense that infected so many state standards (and earlier attempts at national standards). They expect students to master arithmetic and memorize their times tables; they promote the teaching of phonics in the early grades; they even expect all students to read and understand the country’s founding documents. The new standards aren’t perfect. Our reviewers found three jurisdictions that did better in English (California, Indiana, and — believe it or not — the District of Columbia), mostly because they better distinguish among different “genres” of literature and other writing. Another dozen states (including Massachusetts) are “too close to call,” meaning that their standards are about equal in content and rigor to the Common Core. But anybody worried that this national effort will dumb down what we expect young Americans to learn in school can relax, at least for now.

Anxiety will surely rise when school kids across the land begin (three or four years hence) to take tests linked to these standards, and even more when those test results start to determine promotion from fifth to sixth grade or graduation from high school. (The development of those tests will soon start, aided by $350 million of federal stimulus funds.) But without tests and results-based accountability, along with solid curricula, quality textbooks, and competent teaching, standards alone have no traction in real classrooms. Adopting good standards is like having a goal for your cholesterol; it doesn’t mean you will actually eat a healthy diet or live longer.

When high expectations for schools and students are combined with smart implementation in thousands of classrooms, policymakers can move mountains. That’s the lesson we take from Massachusetts, which has established high standards, well-designed assessments, a tough-minded (yet humane) accountability system, rigorous certification requirements for teachers, and a high bar that students must clear to earn their diplomas. The Bay State has been making steady achievement gains in reading and math in both fourth and eighth grades. That, of course, is why Massachusetts politicians and policymakers sparred over the proposal by state education commissioner Mitchell Chester to replace the state’s standards and tests with the new national versions.

Until now, however, the vast majority of states have failed to adopt rigorous standards, much less to take actions geared to boosting pupil achievement. In 2007, we published a comparison of states’ “proficiency” expectations under the federal No Child Left Behind Act. The results were dismaying: In some places, students could score below the tenth percentile nationally and still be considered “proficient.” In other locales, they had to reach the 77th percentile to wear the same label. And it wasn’t just that expectations varied, but that they varied almost randomly from place to place, grade to grade, and year to year.

Most Americans understand that this is not the way a big, modernized country on a competitive planet should operate its education system. Three years ago, an Education Next poll asked whether people favored “a single national standard and a single national test for all students in the United States? Or do you think that there should be different standards and tests in different states?”

http://www.nationalreview.com/articles/243517/common-core-curriculum-chester-e-finn-jr

Who’s Behind the Common Core Curriculum?

Written by 

Like so many education reform initiatives that seem to arise out of nowhere, the Common Core State Standards is another of these sweeping phantom movements that have gotten their impetus from a cadre of invisible human beings endowed with inordinate power to impose their ideas on everybody.

For example, the idea of collecting intimate personal data on public school students and teachers seems to have arisen spontaneously in the bowels of the National Center for Education Statistics in Washington. It required a small army of education psychologists to put together the data handbooks, which are periodically expanded to include more personal information.

Nobody knows who exactly authorized the creation of such a dossier on every student and teacher in American public schools, but the program exists and is being paid for by the taxpayer. And strange as it may seem, it arose seemingly out of nowhere, like a vampire, to suck the freedom out of the American people. Unlike Santa’s elves who work behind the scenes to bring happiness to children, these subterranean phantoms work overtime to find ways of making American children miserable.

The Common Core State Standards (CCSS) is another such vampire calculated not only to suck the freedom out of the American people, but also to suck out the brains of their children. And all of this is planned in the dark, away from the prying eyes of parents and writers like me. Ask any educator: “Who is the author of the Common Core Standards?” and they will not be able to tell you.

So I decided to look into the origin of the CCSS. It is said that it originated with the National Governors Association (NGA). When and where? At what meeting? At whose behest? The NGA’s Mission Statement says on its website:

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Sounds wonderful. But why do we need it? Why are we re-inventing the wheel? Didn’t our public schools provide a decent education for the “greatest generation” when they were in school? That generation not only learned enough to win World War II but also enough to create the scientific foundation of our high-tech society. The only reason why we need the CCSS is because all of these graduate educationists need something to do to justify their degrees and the salaries that go with them. And of course the new curriculum will cost billions of dollars which will enable these vampires to live in the style to which they’ve become accustomed. By the way, if you object to my referring to these people as vampires, feel free to use your own designations.

The CCSS adds nothing to what we know about how to teach reading. It adds nothing to how we teach arithmetic and mathematics. It adds nothing to how we teach history, geography, and the “social studies.” In short, it is a fraud to get the American taxpayer to shell out big bucks for something that we already know how to do.  Yes, science has greatly expanded, but it also expanded from 1850 to 1950 and didn’t require a different methodology from the scientific method developed by the great scientists of the past. We may have better equipment which students of science must learn to operate, but the scientific method has not changed.

And of course, the CCSS were made to be as complicated as possible so that no parent or normal human being could understand them. For example, there is something called “Common Core State Standards Official Identifiers and XML Representation.” It states:

As states, territories, the District of Columbia, and the Department of Defense Education Activity move from widespread adoption of the Common Core State Standards (CCSS) to implementation, there is a need to appropriately identify and link assets using a shared system of identifiers and a common XML representation. The Council of Chief State School Officers (CCSSO) and National Governors Association Center for Best Practices (NGA Center), working closely with the standards authors, have released an official, viable approach for publishing identifiers and XML designation to represent the standards, consistent with their adopted format, as outlined below.

So now we know that there is such a body as “the standards authors,” who work closely with such bureaucratic organizations as the Council of Chief State School Officers and the National Governors Association Center for Best Practices. And to make sure that the Standards are being correctly implemented, we read the following in typical vampire language:

De-referenceable Uniform Resource Identifier (URIs) at the corestandards.org domain, e.g. http://corestandards.org/2010/math/content/6/EE/1 or http://corestandards.org/2010/math/practice/MP7. Matching the published identifiers, these dereferenceable URIs allow individuals and technology systems to validate the content of a standard by viewing the web page at the identifier’s uniform resource locator (URL). The NGA Center and CCSSO strongly recommend that http://www.corestandards.org remain the address of record for referring to standards.

What kind of human beings not only write such gobbledegook but also know what it means? And these educationists are among the well-paid elite who know how to make everything so complicated that only they are capable of understanding their own complexity. Here’s more:

Globally unique identifiers (GUIDs), e.g. A7D3275BC52147618D6CFEE43FB1A47E. These allow, when needed, to refer to standards in both disciplines in a common format without removing the differences in the published identifiers. GUIDs are unwieldy for human use, but they are necessarily complex to guarantee uniqueness, an important characteristic for databases, and are intended for use by computer systems. There is no need for educators to decode GUIDs.

Did you read that line, “GUIDS are unwieldy for human use, but they are necessarily complex to guarantee uniqueness”?  These people are masters at creating complexity for its own sake. The more complex, the more difficult it is for normal human beings to know what in blazes they are talking about.

What is the National Governors Association for Best Practices? Here is what their website says:

The National Governors Association Center for Best Practices (NGA Center) develops innovative solutions to today’s most pressing public policy challenges and is the only research and development firm that directly serves the nation’s governors….

The mission of NGA Office of Federal Relations is to ensure governors’ views are represented in the shaping of federal policy. Policy positions, reflecting governors’ principles on priority issues, guide the association’s work to influence federal laws and regulations.

The initiative for the Common Core State Standards seems to have arisen from a speech NGA Chairman Governor Paul Patton, Democrat, of Kentucky gave at the NGA meeting on June 12, 2002, in which he said:

Governors are constantly searching for solutions that will help all schools succeed, but some schools require more help than others. The long-term goal for states is to improve overall system performance while closing persistent gaps in achievement between minority and non-minority students. Fortunately, there are places to look for guidance. Although some schools continue to struggle, some have responded successfully to state reform efforts and others have gone far in improving student performance and closing the achievement gap. Current research also suggests there are ways state policies can effectively stimulate and support school improvement.

How that was translated into the need for Common Core State Standards, is not very clear. The Executive Director of the NGA is Dan Crippen, a Washington policy bureaucrat who was director of the Congressional Budget Office from 1999 to 2002. The Director of the NGA Center for Best Practices is David Moore, formerly of the Congressional Budget Office. The Director of the Education Division is Richard Laine. His profile states:

Laine directs research, policy analysis, technical assistance and resource development for the Education Division in the areas of early childhood, K-12, and postsecondary education. The Education Division is working on a number of key policy issues relevant to governors’ efforts to develop and support the implementation of policy, including: birth to 3rd grade access, readiness and quality; the Common Core State Standards, STEM and related assessments; teacher and leader effectiveness; turning around low-performing schools; high school redesign; competency-based learning; charter schools; and postsecondary (higher education & workforce training) access, success & affordability. The Division is also working on policy issues related to bridging the system divides between the early childhood, K-12 and postsecondary systems.

Well now we know who’s in charge of the Common Core State Standards. What is Mr. Laine’s background?

Previous Positions: Director of Education, The Wallace Foundation; Director of Education Policy and Initiatives, Illinois Business Roundtable; Associate Superintendent for Policy, Planning and Resource Management, Illinois State Board of Education; Executive Director, Coalition for Educational Rights; Executive Secretary, Committee for Educational Rights; School Finance Analyst, Chicago Panel on Public School Policy and Finance; Associate Director, California Democratic Congressional Delegation.

Education: M.P.P., M.B.A. and Certificate of Advanced Study in Education Administration and Public Policy, University of Chicago; B.A., University of California — Santa Barbara.

Obviously, Mr. Laine is one of those invisible bureaucrats who create policies for the governors, few of whom ever read them. He was Associate Director of California’s Democratic Congressional Delegation, which includes some of the worst left-wing members of Congress. He’s also in charge of “birth to 3rd grade access,” which the National Education Association strongly favors. Among Mr. Laine’s staff is Albert Wat, whose expertise is Early Childhood Education. His profile states:

Wat provides state policymakers with analyses and information on promising practices and the latest research in early childhood education policy, from birth through third grade. His work focuses on preschool education systems and alignment of early childhood and early elementary practices and policies, including standards, assessments and data systems.

Previous Positions: Research Manager, Senior Research Associate and State Policy Analyst, The Pew Charitable Trusts, Pew Center on the States, Pre-K Now.

Education: Master of Arts in Education Policy Studies, The George Washington University; Nonprofit Management Executive Certificate, Georgetown University; Master of Arts in Education, with focus in Social Sciences in Education and Bachelor of Arts in Psychology, with Distinction, Stanford University.

Like so many Washington policy wonks, Mr. Wat has to justify his bureaucratic position by thinking up new ways to create costly education reform that no freedom- loving citizen wants. Note his and Mr. Laine’s interest in “birth to 3rd grade” education, an area traditionally left up to parents. But then the totalitarian mind wants control over everything and everybody.

In other words, the Common Core State Standards have no more legitimacy than the plans of your local village idiot to reform education. They are the thought emanations of those who have nothing better to do. Yet, they will cost the American taxpayer billions of dollars and make American public education more confusing than ever.

http://www.thenewamerican.com/reviews/opinion/item/13412-whos-behind-the-common-core-curriculum

Common Core State Standards Initiative

The Common Core State Standards Initiative is a U.S. education initiative that seeks to bring diverse state curricula into alignment with each other by following the principles of standards-based education reform. The initiative is sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).

Development

The past twenty years in the U.S. have also been termed the “Accountability Movement,” as states are being held to mandatory tests of student achievement, which are expected to demonstrate a common core of knowledge that all citizens should have to be successful in this country.[1] As part of this overarching education reform movement, the nation’s governors and corporate leaders founded Achieve, Inc. in 1996 as a bi-partisan organization to raise academic standards, graduation requirements, improve assessments, and strengthen accountability in all 50 states.[2] The initial motivation for the development of the Common Core State Standards was part of the American Diploma Project (ADP).[3]

A report titled, “Ready or Not: Creating a High School Diploma That Counts,” from 2004 found that both employers and colleges are demanding more of high school graduates than in the past.[4] According to Achieve, Inc., “current high-school exit expectations fall well short of [employer and college] demands.”[5] The report explains that the major problem currently facing the American school system is that high school graduates were not provided with the skills and knowledge they needed to succeed.[5] “While students and their parents may still believe that the diploma reflects adequate preparation for the intellectual demands of adult life, in reality it falls far short of this common-sense goal.” (page 1). The report continues that the diploma itself lost its value because graduates could not compete successfully beyond high school,[5] and that the solution to this problem is a common set of rigorous standards.

In 2009 the National Governors Association hired David Coleman and Student Achievement to write curriculum standards in the areas of literacy and mathematics instruction. Announced on June 1, 2009,[6] the initiative’s stated purpose is to “provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.”[7] Additionally, “The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers,” which will place American students in a position in which they can compete in a global economy.[7] Forty-five of the fifty states in the United States are members of the initiative, with the states of Texas, Virginia, Alaska, and Nebraska not adopting the initiative at a state level.[8] Minnesota has adopted the English Language Arts standards but not the Mathematics standards.[9]

Standards were released for mathematics and English language arts on June 2, 2010, with a majority of states adopting the standards in the subsequent months. (See below for current status.) States were given an incentive to adopt the Common Core Standards through the possibility of competitive federal Race to the Top grants. President Obama and Secretary of Education Arne Duncan announced the Race to the Top competitive grants on July 24, 2009, as a motivator for education reform.[10] To be eligible, states had to adopt “internationally benchmarked standards and assessments that prepare students for success in college and the work place.”[11] This meant that in order for a state to be eligible for these grants, the states had to adopt the Common Core State Standards or a similar career and college readiness curriculum. The competition for these grants provided a major push for states to adopt the standards.[12] The adoption dates for those states that chose to adopt the Common Core State Standards Initiative are all within the two years following this announcement.[13] The common standards are funded by the governors and state schools chiefs, with additional support from the Bill and Melinda Gates Foundation, the Charles Stewart Mott Foundation, and others.[14] States are planning to implement this initiative by 2015[15] by basing at least 85% of their state curricula on the Standards.

Standards

In 2010, Standards were released for English language arts and mathematics. Standards have not yet been developed for science or social studies.

English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

The stated goal of the English & Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects standards[16] is to ensure that students are college and career ready in literacy no later than the end of high school (page 3). There are five key components to the standards for English and Language Arts: Reading, Writing, Speaking and Listening, Language, and Media and Technology.[17] The essential components and breakdown of each of these key points within the standards are as follows:

Reading

  • As students advance through each grade, there is an increased level of complexity to what students are expected to read and there is also a progressive development of reading comprehension so that students can gain more from what they read.[17]
  • There is no reading list to accompany the reading standards. Instead, students are simply expected to read a range of classic and contemporary literature as well as challenging informative texts from an array of subjects. This is so that students can acquire new knowledge, insights, and consider varying perspectives as they read. Teachers, school districts, and states are expected to decide on the appropriate curriculum, but sample texts are included to help teachers, students, and parents prepare for the year ahead.[17]
  • There is some critical content for all students — classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare — but the rest is left up to the states and the districts.[17]

Writing

  • The driving force of the writing standards is logical arguments based on claims, solid reasoning, and relevant evidence. The writing also includes opinion writing even within the K–5 standards.[17]
  • Short, focused research projects, similar to the kind of projects students will face in their careers as well as long-term, in-depth research is another important piece of the writing standards. This is because written analysis and the presentation of significant findings is critical to career and college readiness.[17]
  • The standards also include annotated samples of student writing to help determine performance levels in writing arguments, explanatory texts, and narratives across the grades.[17]

Speaking and Listening

  • Although reading and writing are the expected components of an ELA curriculum, standards are written so that students gain, evaluate, and present complex information, ideas, and evidence specifically through listening and speaking.[17]
  • There is also an emphasis on academic discussion in one-on-one, small-group, and whole-class settings, which can take place as formal presentations as well as informal discussions during student collaboration.[17]

Language

  • Vocabulary instruction in the standards takes place through a mix of conversations, direct instruction, and reading so that students can determine word meanings and can expand their use of words and phrases.[17]
  • The standards expect students to use formal English in their writing and speaking, but also recognize that colleges and 21st century careers will require students to make wise, skilled decisions about how to express themselves through language in a variety of contexts.[17]
  • Vocabulary and conventions are their own strand because these skills extend across reading, writing, speaking, and listening.[17]

Media and Technology

  • Since media and technology are intertwined with every student’s life and in school in the 21st century, skills related to media use, which includes the analysis and production of various forms of media, are also included in these standards.[17]

Preliminary “example” works to be studied by students include works by Ovid, Atul Gawande, Voltaire, Shakespeare, Turgenev, Poe, Robert Frost, Yeats, Nathaniel Hawthorne, Amy Tan, and Julia Alvarez.[15]

Cursive and keyboarding

The standards do not mandate the teaching of cursive handwriting, although states are free either to add a cursive requirement or to permit individual school districts to require it. The standards include instruction in keyboarding.[18]

Mathematics

The stated goal of the mathematics Standards[19] is to achieve greater focus and coherence in the curriculum (page 3). This is largely in response to the criticism that American mathematics curricula are “a mile wide and an inch deep”.

The mathematics Standards include Standards for Mathematical Practice and Standards for Mathematical Content.

Mathematical practice

The Standards mandate that eight principles of mathematical practice be taught:

  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularity in repeated reasoning.

The practices are adapted from the five process standards of the National Council of Teachers of Mathematics and the five strands of proficiency in the National Research Council’s Adding It Up report.[20] These practices are to be taught in every grade from kindergarten to twelfth grade. Details of how these practices are to be connected to each grade level’s mathematics content are left to local implementation of the Standards.

As an example of mathematical practice, here is the full description of the sixth practice:

6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Mathematical content

The Standards lay out the mathematics content that should be learned at each grade level from kindergarten to Grade 8 (age 13-14), as well as the mathematics to be learned in high school. The Standards do not dictate any particular pedagogy or what order topics should be taught within a particular grade level. Mathematical content is organized in a number of domains. At each grade level there are several standards for each domain, organized into clusters of related standards. (See examples below.)

Four domains are included in each of the grades from kindergarten (age 5-6) to fifth grade (age 10-11):

  • Operations and Algebraic Thinking;
  • Number and Operations in Base 10;
  • Measurement and Data;
  • Geometry.

Kindergarten also includes the domain Counting and Cardinality. Grades 3 to 5 also include the domain Number and Operations–Fractions.

Four domains are included in each of the Grades 6 through 8:

  • The Number System;
  • Expressions and Equations;
  • Geometry;
  • Statistics and Probability.

Grades 6 and 7 also include the domain Ratios and Proportional Relationships. Grade 8 includes the domain Functions.

In addition to detailed standards (of which there are 21 to 28 for each grade from kindergarten to eighth grade), the Standards present an overview of “critical areas” for each grade. (See examples below.)

In high school (Grades 9 to 12), the Standards do not specify which content is to be taught at each grade level. Up to Grade 8, the curriculum is integrated; students study four or five different mathematical domains every year. The Standards do not dictate whether the curriculum should continue to be integrated in high school with study of several domains each year (as is done in other countries, as well as New York and Georgia), or whether the curriculum should be separated out into separate year-long algebra and geometry courses (as has been the tradition in most U.S. states). An appendix[21] to the Standards describes four possible pathways for covering high school content (two traditional and two integrated), but states are free to organize the content any way they want.

There are six conceptual categories of content to be covered at the high school level:

  • Number and quantity;
  • Algebra;
  • Functions;
  • Modeling;
  • Geometry;
  • Statistics and probability.

Some topics in each category are indicated only for students intending to take more advanced, optional courses such as calculus, advanced statistics, or discrete mathematics. Even if the traditional sequence is adopted, functions and modeling are to be integrated across the curriculum, not taught as separate courses. In fact, modeling is also a Mathematical Practice (see above), and is meant to be integrated across the entire curriculum beginning in kindergarten. The modeling category does not have its own standards; instead, high school standards in other categories which are intended to be considered part of the modeling category are indicated in the Standards with a star symbol.

Each of the six high school categories includes a number of domains. For example, the “number and quantity” category contains four domains: the real number system; quantities; the complex number system; and vector and matrix quantities. The “vector and matrix quantities” domain is reserved for advanced students, as are some of the standards in “the complex number system”.

Examples of mathematical content

Second grade example: In the second grade there are 26 standards in four domains. The four critical areas of focus for second grade are (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes. Below are the second grade standards for the domain of “operations and algebraic thinking” (Domain 2.OA). This second grade domain contains four standards, organized into three clusters:

Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Add and subtract within 20.
2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Work with equal groups of objects to gain foundations for multiplication.
3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Domain example: As an example of the development of a domain across several grades, here are the clusters for learning fractions (Domain NF, which stands for “Number and Operations—Fractions”) in Grades 3 through 6. Each cluster contains several standards (not listed here):

Grade 3:
  • Develop an understanding of fractions as numbers.

Grade 4:

  • Extend understanding of fraction equivalence and ordering.
  • Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
  • Understand decimal notation for fractions, and compare decimal fractions.

Grade 5:

  • Use equivalent fractions as a strategy to add and subtract fractions.
  • Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

In Grade 6, there is no longer a “number and operations—fractions” domain, but students learn to divide fractions by fractions in the number system domain.

High school example: As an example of a high school category, here are the domains and clusters for algebra. There are four algebra domains (in bold below), each of which is broken down into as many as four clusters (bullet points below). Each cluster contains one to five detailed standards (not listed here). Starred standards, such as the Creating Equations domain (A-CED), are also intended to be part of the modeling category.

Seeing Structure in Expressions (A-SSE)

  • Interpret the structure of expressions
  • Write expressions in equivalent forms to solve problems
Arithmetic with Polynomials and Rational Functions (A-APR)

  • Perform arithmetic operations on polynomials
  • Understand the relationship between zeros and factors of polynomials
  • Use polynomial identities to solve problems
  • Rewrite rational expressions
Creating Equations.★ (A-CED)

  • Create equations that describe numbers or relationships
Reasoning with Equations and Inequalities (A-REI)

  • Understand solving equations as a process of reasoning and explain the reasoning
  • Solve equations and inequalities in one variable
  • Solve systems of equations
  • Represent and solve equations and inequalities graphically

As an example of detailed high school standards, the first cluster above is broken down into two standards as follows:

Interpret the structure of expressions
1. Interpret expressions that represent a quantity in terms of its context.★

a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.
2. Use the structure of an expression to identify ways to rewrite it. For example, see x4y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2y2)(x2 + y2).

Different standards, by state

States have individual variations on implementing the standards.

Vermont

  • Emphasize basic arithmetic, fractions in elementary school. Focus on memorization instead of reliance on calculators.
  • An Algebra I capability is perceived for elementary school graduates; Algebra II for high school graduates.
  • Improve difficulty level of books being read. Less emphasis on how students “feel” about a book and more on analyzing content.
  • Testing by computer is planned with results available almost “instantly.”[15]

Criticism

Critics question forcing a rigid template on schools already coping with other initiatives like No Child Left Behind. For some states, this will be the third (or more) major change over the past 16 years.[15]

Some critics also question whether there is a demand for creating state standards to begin with. According to the NGA and the CCSSO one motivating factor is the U.S.’s ranking on international test results; however, there does not seem to be a relationship between the US’s low score on these tests and the US’s economic ranking.[22] The United States has ranked 1st or 2nd on the World Economic Forum since 1998 despite scoring near the bottom on the International Mathematics and Science Studies for the past 50 years.[22]

In June 2011, the Voice of America Special English reported on the common core standards on its weekly Education Report for people learning American English. Some commentators criticized the idea that “one size fits all.”[23][24]

In a Huffington Post piece, “Do We Need a Common Core?”, Nicholas Tampio raised two objections to the Common Core. First, he suggests the importance of “America’s historical commitment to local control over school districts,” and the second is his anecdotal discussion of the Common Core claims that the program provide appropriate benchmarks to all students everywhere. He recounts the changes in his son’s kindergarten as the teacher began spending more time teaching from the Common Core curriculum, and says an “inspired kindergarten curriculum has been replaced with a banal one.”

Adoption of Common Core Standards by states

The chart below contains the adoption status of the Common Core Standards as of January 15, 2013.[25] Texas and Alaska are the only states that are not members of the initiative. Nebraska and Virginia are members but have decided not to adopt the standards. Minnesota rejected the Common Core Standards for mathematics, but accepted the English/Language Arts standards.[9] The District of Columbia, the U.S. Virgin Islands, Guam, the Northern Mariana Islands, and the American Samoa Islands have also adopted the standards. Puerto Rico has not adopted the standards.

State Adoption stance
Alabama Formally adopted; repeal legislation introduced in upper and lower houses, February, 2013[26]
Alaska Non-member
Arizona Formally adopted
Arkansas Formally adopted
California Formally adopted
Colorado Formally adopted
Connecticut Formally adopted
Delaware Formally adopted
District of Columbia Formally adopted
Florida Formally adopted
Georgia Formally adopted
Hawaii Formally adopted
Idaho Formally adopted
Illinois Formally adopted
Indiana Formally adopted; repealed in State Senate on February 21, 2013
Iowa Formally adopted
Kansas Formally adopted
Kentucky Formally adopted
Louisiana Formally adopted
Maine Formally adopted
Maryland Formally endorsed
Massachusetts Formally adopted
Michigan Formally adopted
Minnesota Adopted (English standards only, math standards rejected)
Mississippi Formally adopted
Missouri Formally adopted
Montana Formally adopted
Nebraska Initiative member (will not adopt)[27]
Nevada Formally adopted
New Hampshire Formally adopted
New Jersey Formally adopted
New Mexico Formally adopted
New York Formally adopted
North Carolina Formally adopted
North Dakota Formally adopted
Ohio Formally adopted
Oklahoma Formally adopted
Oregon Formally adopted
Pennsylvania Formally adopted
Rhode Island Formally adopted
South Carolina Formally adopted
South Dakota Formally adopted
Tennessee Formally adopted
Texas Non-member
Utah Formally adopted
Vermont Formally adopted
Virginia Initiative member (will not adopt)[28]
Washington Formally adopted
West Virginia Formally adopted
Wisconsin Formally adopted
Wyoming Formally adopted

Assessment

With the implementation of new standards, states are also required to adopt new assessment benchmarks to measure student achievement. According to the Common Core State Standards Initiative website, formal assessment is expected to take place in the 2014–2015 school year, which coincides with the projected implementation year for most states.[13] The assessment has yet to be created, but two consortiums were generated with two different approaches as to how to assess the standards.[29] “26 states formed the PARCC RttT Assessment Consortium. Their approach focused on computer-based ‘through-course assessments’ in each grade combined with streamlined end of year tests, including performance tasks.”[30] The second consortium, “the SMARTER Balance Consortium, brought together 31 states proposing to create adaptive online exams.”[30] The final decision of which assessment to use will be determined by individual state education agencies. The Common Core State Standards website explained that some states plan to work together to create a common, universal assessment system based on the common core state standards while other states are choosing to work independently or through these two consortiums to develop the assessment.[31] Both of these leading consortiums are proposing computer-based exams that include fewer selected and constructed response test items, which moves away from what we typically think of as the Standardized Test most students are currently taking. This kind of assessment would be better aligned to college and career readiness, but does pose some interesting challenges considering the limited computer and technology resources available to some schools.

References

  1. ^ Gibbs, T. H. and Howley, A. (2000). “”World-Class Standards” and Local Pedagogies: Can We Do Both?” Thresholds in Education. ERIC Publications. 51 – 55.
  2. ^ “About Achieve.” (2011) Achieve, Inc. http://www.achieve.org/about-achieve
  3. ^ “Closing the Expectations Gap 2011: Sixth Annual 50-State Progress Report.” (2011). Achieve, Inc. <http://www.achieve.org/ClosingtheExpectationsGap2011&gt;
  4. ^ “Ready or Not: Creating a High School Diploma That Counts.” (2004) Achieve, Inc. <http://www.achieve.org/ReadyorNot&gt;
  5. ^ a b c “Ready or Not”
  6. ^ NGA Press Release announcing the Common State Standards Initiative
  7. ^ a b http://www.corestandards.org
  8. ^ http://www.corestandards.org/in-the-states States adopting the Core Standards
  9. ^ a b http://minnesota.publicradio.org/display/web/2012/06/12/daily-circuit-minnesota-adopting-common-core
  10. ^ Department of Education. President Obama, U.S. Secretary of Education Duncan Announce National Competition to Advance School Reform. Ed.gov. 24 July 2009. Web. 10 Oct. 2011. <http://www2.ed.gov/news/pressreleases/2009/07/07242009.html&gt;
  11. ^ “U.S Department of Education”
  12. ^ Fletcher, G. H. (2010). “Race to the Top: No District Left Behind.” T. H. E Journal 37 (10): 17 – 18.
  13. ^ a b http://www.corestandards.org
  14. ^ Anderson, Nick (March 10, 2010). “Common set of school standards to be proposed”. Washington Post. p. A1.
  15. ^ a b c d Walsh, Molly (14 September 2010). “Vermont joins 30 otherws in Common Core”. Burlington, Vermont: Burlington Free Press. pp. 1B.
  16. ^ http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
  17. ^ a b c d e f g h i j k l m “Key Points in English Language Arts. (2011). <http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts&gt;
  18. ^ “Hawaii No Longer Requires Teaching Cursive In Schools”. Huffpost Education. 1 August 2011.
  19. ^ mathematics Standards
  20. ^ Garfunkel, S. A. (2010). “The National Standards Train: You Need to Buy Your Ticket.” UMAP J 31 (4): 277 – 280.
  21. ^ appendix
  22. ^ a b Tienken, C. H. (2010). “Common Core State Standards: I Wonder?” Kappa Delta Pi Rec 47 (1): 14 – 17.
  23. ^ Transcript and MP3 of part one:Should All US Students Learn the Same Thing?
  24. ^ Part two: No National Standards: Strength or Weakness for Schools in US?
  25. ^ In the States (Common Core Standards Initiative website)
  26. ^ “Legislation would block Alabama from implementing national curriculum standards (updated)” Alabama Media Group, http://blog.al.com/wire/2013/02/legislation_would_block_alabam.html
  27. ^ “Nebraska one of few states not adopting standards”. The Grand Island Independent. 2013-01-05.
  28. ^ “Virginia’s stance against national standards is a blow for students”. The Washington Post. 2010-06-05.
  29. ^ “Common Core State Standards and Assessment Coalitions.” Education Insider. 9 Sept. 2010. Web. 10 Oct. 2011. <http://www.whiteboardadvisors.com/research/education-insider- common-core-standards-and-assessment-coalitions>
  30. ^ a b “Common Core State Standards and Assessment Coalitions”
  31. ^ “Common Core State Standards: In the States”

External links

For resources to use in the classroom visit http://www.commoncoreconversation.com/

Related Posts On Pronk Palisades

Big Brother Bill Gates Funds k-12 Tracking of Students With InBloom Database — Invasion of Privacy — Opt Out — Videos

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Big Brother Bill Gates Funds k-12 Tracking of Students With InBloom Database — Invasion of Privacy — Opt Out — Videos

Posted on March 26, 2013. Filed under: American History, Babies, Blogroll, Business, College, Communications, Economics, Education, Employment, Fiscal Policy, High School, history, Investments, Law, liberty, Life, Links, media, People, Philosophy, Politics, Rants, Raves, Security, Strategy, Talk Radio, Technology, Tutorials, Video, Wealth, Wisdom | Tags: , , , , , , , , , , , , |

SOFTWARE- GATES

gateswide

Keynote: Bill Gates – SXSWedu 2013

The Bottom Line :Education Database

Defining the Need — inBloom

inBloom Vision

How inBloom’s shared data services work for educators and learners

inBloom Tagger Demo

inBloom Dashboard Demo

inBloom

inBloom launches with Gates/Carnegie funds to unify e-learning services

Summary: Despite the recent explosion in ed tech applications and services, adoption and use of data remains a significant challenge. InBloom’s new platform just may change that.

By Christopher Dawson for ZDNet Education

As recently as a couple years ago, the biggest problem schools faced with implementing technology tools for students and teachers was the lack of research-based, pedagogically sound, applications. There was plenty of software, some of it good, not much of it great, and very little of it really cranking out usable data for teachers and other stakeholders. The recent explosion of investment in ed tech has yielded some really valuable applications, though, and the challenges have shifted to adoption and ease of use of disparate software and services.

inBloom, which launched this week, is hoping to change that. I had the chance to talk with Iwan Streichenberger, CEO of inBloom, Inc., and couldn’t help but be impressed with both the current platform and the future vision of the non-profit. inBloom offers a set of technologies and services, most notably robust APIs, that allow single sign-on and aggregation of data from many web-based educational tools and provide a basis for companies to develop new solutions for schools, teachers, parents, and students that are interoperable without needing to conform to arbitrary standards or conventions. As the company put it in their press release,

The inBloom data integration and content search services enrich learning applications by connecting them to systems and information that currently live in a variety of different places and formats, while helping to reduce costs for states and districts. This comprehensive view into each student’s history can help those involved in education…act quickly to help each student succeed. It also helps educators locate standards-aligned instructional resources from multiple providers and match them with their students’ needs…

Additionally, the inBloom framework enables technology providers to develop and deploy products without having to build custom connections to each state and district data source. This means more developers will have the opportunity to create new and powerful applications to benefit students, with lower implementation costs and faster time-to-market.

For example, an SIS provider could build a custom dashboard with student data from any application connected to inBloom. 22 such providers have already signed on to connect their applications to inBloom and 9 states are involved in piloting the service. The real goal, though, goes back to the ed tech holy grail of “an IEP for everyone” (my words – inBloom calls it “[integration of] student data and learning applications to support sustainable, cost-effective personalized learning”). If teachers can’t easily access data generated by learning applications and stored in SIS/LMS platforms and then quickly find and provide appropriate resources for students based on these data, then we aren’t leveraging the tools in which we’re investing. Kids are just taking tests on the web and playing computer games at that point and, with 30+ kids in a class, there’s no real hope of differentiated instruction.

Although the Bill and Melinda Gates Foundation and the Carnegie Corporation have funded a wide range of educational initiatives, this one (which received initial philanthropic funding from the two organizations) strikes me as one of the most potentially transformative. Nobody benefits if the current unprecedented levels of investor interest in ed tech becomes a bubble that funded lots of applications from which teachers and students derive limited benefit. But if inBloom can harness these applications to develop a meaningful, well-rounded ecosystem, then the potential for ed tech to achieve much of what it has promised in the last 20 years (with only moderate success) increases significantly. It doesn’t hurt that companies with great ideas and great products will be able to tap into a ready market, either, eager to adopt strong applications from a unified ecosystem.

There will be more announcements and demonstrations from inBloom at SxSWEdu at the beginning of March where we’ll be able to see the system in action.

http://www.zdnet.com/inbloom-launches-with-gatescarnegie-funds-to-unify-e-learning-services-7000010900/

Bill Gates’ $100 million database to track students

Corporations gaining access to grades, addresses, hobbies, attitudes

By Michael F. Haverluck

Over the past 18 months, a massive $100 million public-school database spearheaded by the $36.4 billion-strong Bill and Melinda Gates Foundation has been in the making that freely shares student information with private companies.

The system has been in operation for several months and already contains millions of K-12 students’ personal identification ‒ ranging from name, address, Social Security number, attendance, test scores, homework completion, career goals, learning disabilities, and even hobbies and attitudes about school.

Claiming that the national database will enhance education, the main funder of the project, the Gates Foundation, entered the joint venture with the Carnegie Corporation of New York and school officials from a number of states. After Rupert Murdoch’s Amplify Education (a division of News Corp) spent more than a year developing the system’s infrastructure, the Gates Foundation delivered it to inBloom ‒ a nonprofit corporation recently established to run the database.

School officials and private companies doing business with districts might have plenty to be happy about with this information-sharing system, but ParentalRights.org President Michael P. Farris says parents have plenty to worry about when it comes to inBloom’s national database.

“The greatest immediate threat to children is the threat to their privacy,” Farris told WND in an exclusive interview. “The Supreme Court has recognized a sphere of privacy within the family, but this project would take personal information about each child, apart from any considerations of parental consent, and put it into a database being managed and monitored solely by the government agencies and private corporations that use it.”

And with globalists like Bill Gates (the world’s second richest man with a net worth of $61 billion) and big government joining hands in the project, could children’s information be abused for ulterior motives?

“I cannot speak to Mr. Gates’ personal motivations, [but] the Bill & Melinda Gates Foundation has been connected with human rights organizations that promote the internationalist mindset, and this project clearly fits with that agenda,” Farris explained. “The Convention on the Rights of the Child committee has repeatedly browbeat nations to create a national database just like this that will allow the government to track children, purportedly to make sure their human rights are being protected ‒ different declared purpose, same kind of system, same invasion of privacy for government purposes.”

Michael Farris

When contacted for comment about the benefits and potential dangers of the database, the Bill and Melinda Gates Foundation did not respond.

Breach of privacy?

Holding the legal right to control student information, local education officials reportedly have the authority under federal law to share database files with private companies ‒ such as Gates’ Microsoft ‒ that sell educational products and services so that they can mine the info to create new tailored products.

But Farris believes the digital information distribution system violates the constitutional rights of parents to protect their children.

“We believe parents have the fundamental right to direct the upbringing, education and care of their children,” asserts Farris, who was named one of the “Top 100 Faces in Education of the 20th Century” by Education Week. “Historically, the Supreme Court has supported that right. That means parents are the primary guardians of a child’s privacy.”

He notes the hypocrisy of many globalist billionaires (such as Gates, whose 11-, 14- and 17-year-old children enjoy the extra security of private schools and for their own protection, have had to wait until the age of 13 to get a cell phone).

“This is just one more example of the elite internationalist double standard,” contends Farris, who also is the founder and chairman of the Home School Legal Defense Association (HSLDA). “They are perfectly content to share your child’s personal information, while keeping their own children in private schools or under private tutors.”

Farris, who is also the founding president and current chancellor of Patrick Henry College, sees corporate leaders as using those of lesser means to benefit their own interests.

“They protect their own privacy at any cost, but you need to surrender yours for the good of their ideal society,” Farris adds. “Ultimately, it doesn’t seem so ideal for the rest of us.”

Farris insists that schools giving in to the corporate interests of billionaires, such as Gates and Murdoch, is a major breach of parental rights.

“Now the government is sharing private student information with other organizations without parental consent,” Farris points out. “We believe that infringes a child’s right to privacy, and it infringes the parents’ right to be the first line of defense for that child.”

Many parents concur and feel uneasy with school administrators having full control over their children’s files, especially with states and school districts having full discretion over whether student records are entered into the database.

“Once this information gets out there, it’s going to be abused,” parent Jason France told Reuters in Louisiana, which, along with New York, is slated to input virtually all student records statewide. “There’s no doubt in my mind.”

Illinois, Massachusetts, Colorado, Georgia, Delaware, Kentucky and North Carolina have pledged to contribute student records from various school districts.

Because federal officials claim that the national database does not violate privacy laws, the Department of Education maintains that no parental consent is needed by schools to share student records with any “school official” with a “legitimate educational interest” ‒ which includes school-contracted private companies.

Gates’ real take on security

Being in the business of contributing to educational technologies for decades, 57-year-old Microsoft Chairman Bill Gates has much vested interest in education, and in years past, he has had much to say about the privacy of electronic information.

“Trustworthy Computing is the highest priority for all the work we are doing,” Gates stated a decade ago in a famous company-wide memo at Microsoft. “We must lead the industry to a whole new level of Trustworthiness in computing.”

And by “trustworthy,” Gates was referring to not letting people’s information get into the wrong hands.

“Users should be in control of how their data is used,” explained Gates ‒ who believes that his customers’ information should not be freely distributed, but does not hold that view when it comes to parents and the records of their children.

“Policies for information use should be clear to the user. Users should be in control … it should be easy for users to specify appropriate use of their information …”

In fact, when it comes to protecting and courting customers, Gates has spared no cost.

“So now, when we face a choice between adding features and resolving security issues, we need to choose security,” states the memo from Gates, whose $150 million, 66,000-square-foot home on Lake Washington has a 2,500-square-foot gym, a 1,000 square-foot living room and a 60-foot swimming pool complete with an underwater music system. “Our products should emphasize security right out of the box, and we must constantly refine and improve that security as threats evolve.”

Bill Gates’ home on Lake Washington, near Seattle

Despite his endorsement of the school database, Gates ‒ who gave up first place in global net worth to Mexico’s Carlos Slim Helu ($69 billion) after giving away $28 billion through his foundation ‒ is a strong backer of International Data Privacy Day, which has this to say about protecting people’s information:

“In this networked world, in which we are thoroughly digitized, with our identities, locations, actions, purchases, associations, movements, and histories stored as so many bits and bytes, we have to ask – who is collecting all of this data – what are they doing with it – with whom are they sharing it? Most of all, individuals are asking ‘How can I protect my information from being misused?’ These are reasonable questions to ask – we should all want to know the answers.”

Officials of the annual event proclaim endorsement of the very principles that Gates’ new public school database evidently tramples.

“Data Privacy Day promotes awareness about the many ways personal information is collected, stored, used, and shared, and education about privacy practices that will enable individuals to protect their personal information,” the events’ organizers declare.

Student security not a priority

Even though the facilitator of the public school database promises that it will keep a tight rein on students’ information, a closer look into inBloom’s privacy policy shows another stance.

“[inBloom] cannot guarantee the security of the information stored … or that the information will not be intercepted when it is being transmitted,” the company’s documentation states.

Unlike most software and Internet users, parents have little recourse when it comes to protecting their children’s information on the database. Voicing their concerns with state officials via written protests, parents of public schoolers from Louisiana and New York are up-in-arms. Even the American Civil Liberties Union (ACLU), Parent-Teacher Association (PTA) in Massachusetts, as well as attorneys in New York, are following suit.

But according to Farris, public education is just fanning the flames of parental fears that “Big Brother” is tightening its grip on the masses by treating the Family Educational Rights and Privacy Act (FERPA) as a “living and breathing document” to undermine its original intent.

“We know the Department of Education quietly modified their understanding of FERPA law in the last two years to allow for a system like this,” Farris argues. “Homeschool Legal Defense Association, of which I am chairman, filed a letter with the Department opposing their intended changes, but like all such letters in this particular instance, our input was ignored.”

And has Bill Gates’ personal information been as freely accessible as he would public schoolers’ to be? Not exactly.

Just earlier this month, the now part-timer from Microsoft (since 2008) has been made the latest victim of celebrity data exposure, with his Social Security number, birthdate, credit card number and full credit report being posted online. No comment has been made whether Gates believes the dissemination of his SSN is a breach of privacy, but his heavy involvement in the school database indicates that sharing such information of public school students isn’t a breach.

And just how important is privacy to Gates?

In 1994, when he married Melinda in a private ceremony on the Hawaiian island of Lanai, he bought out every unoccupied room of all nearby hotels and booked every helicopter in the surrounding area to ensure privacy from photographers.

Reports also indicate that First Lady Michelle Obama was also a recent victim of having her SSN and credit report posted online. She and a couple dozen celebrities were impersonated by hackers who entered some of their basic personal information into a website ‒ the same type of information (of students) school officials are entering into their system by the millions.

President Barack Obama recently expressed his concern over electronic information being exploited by others, and when it comes to info being dispersed about his wife, he is dispatching U.S. authorities to investigate.

“We should not be surprised that if we’ve got hackers that want to dig in and have a lot of resources, that they can access this information,” Obama told ABC News. “Again, not sure how accurate but … you’ve got websites out there that tell people’s credit card info. That’s how sophisticated they are.”

And to make it easy for companies to tap in, inBloom has made its service free, but is likely to begin charging for its use by 2015.

Opening the Gates agenda?

Much concern has been expressed over the years regarding the driving force behind Gates and his organizations, which have demonstrated unflagging support of many leftist causes.

Just last week, the richest man in America lamented that Obama’s powers are too restricted.

“Some days, I wish we had a system like the U.K. where, you know, the party in power could do a lot and you know, you’d see how it went and then fine, you could un-elect them,” Gates proclaimed at a Politico event when asked about Obama’s performance as president, according to the Daily Caller.

In a speech just over a week ago at the Global Grand Challenges Summit put on by the Royal Academy of Engineering, Gates said capitalism “means male baldness research gets more funding than malaria,” , according to Wired Magazine.

Since the inception of the Gates Foundation in 1994, the same year Gates spent $30.8 million at an auction for a collection of Leonardo da Vinci’s Codex Leicester writings, he has been a staunch supporter of population control through vaccines and other methods.

Last summer, Gates and his wife represented their foundation at a “family planning” summit in London hosted by the U.K. Department of International Development, which included Planned Parenthood and the United Nations Populations Fund, along with other prominent pro-abortion advocates.

And at the exclusive Technology, Entertainment and Design 2010 Conference in Long Beach, Calif., Gates presented this population-control formula: P (people) x S (services per persons) x E (average energy per service) x C (average CO2 emitted per unit of energy) = CO2 (total CO2 emitted by population per year).

In his speech titled “Innovating to Zero!” he talked about keeping the world population from peaking at an estimated 9.3 billion.

“First we got population,” Gates explained. “The world today has 6.8 billion people. That’s headed up to about 9 billion. Now if we do a really great job on new vaccines, health care, reproductive health services, we could lower that by perhaps 10 or 15 percent.”

Even though Gates suggested at the invitation-only event that using vaccines is one means to reduce world population, his foundation focuses media attention on other goals, such as eradicating measles and polio.

But the foundation’s extreme measures taken to administer the shots to undeveloped nations are often underreported.

In 2011, few people knew about partners of the Gates foundation forcing 131 Malawian children against their religious convictions to receive measles vaccinations at gunpoint as part of achieving the goal of vaccinating every child on earth, as reported by Natural News.

Gates, an ex-Boy Scout, is also an advocate of homosexual behavior, stating at last week’s Politico event that the youth organization should “absolutely” lift its ban on “gay” members when asked his opinion.

Standing side-by-side with Planned Parenthood ‒ which has documented that promoting homosexuality is one of its tactics behind population control ‒ Gates’ Microsoft was a major contributors to last year’s successful election campaign that worked to legalize same-sex marriage in his native Washington state.

The future of Gates’ database?

The new school database is not moving forward without legal resistance.

“It’s a lot of smoke and mirrors,” contended Electronic Privacy Law Center Administrative Counsel Khaliah Barnes in a statement to the Daily News. “What happens if a company using the data is compromised? What happens if the company goes out of business? We don’t know the answers.”

The issue over the database is being brought to the forefront as a major civil rights issue.

“Turning massive amounts of personal data about public school students to a private corporation without any public input is profoundly disturbing and irresponsible,” New York Civil Liberties Union Executive Director Donna told the Daily News.

The NYCLU is castigating New York State officials for denying parents the choice to opt out of the controversial program and for failing to warn parents of its implementation.

To counter Gates’ school database project, ParentalRights.org urges Americans to sign a petition supporting the Parental Rights Amendment, which will codify the fundamental right of parents in the U.S. Constitution to direct the upbringing, education and care of their children.

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Posted on October 11, 2011. Filed under: American History, Blogroll, Business, College, Communications, Computers, Cult, Culture, Economics, Education, Employment, Federal Government, government, government spending, history, Investments, Language, Law, liberty, Life, Links, Macroeconomics, media, Microeconomics, Mobile Phones, People, Philosophy, Politics, Rants, Raves, Regulations, Resources, Science, Talk Radio, Technology, Unemployment, Video, Wealth, Wisdom | Tags: , , , , , , , , , , , , , , , , , , , , , |

On April fool’s day 1976, Steve Jobs and his friend Steve Wozniak founded Apple Computer.Over the next 35 years, Apple shipped many successful and not so successful products. However, it was not until the return of Apple’s visionary and inspiring founder Jobs, in 1996, that the company experienced its greatest period of growth and success in the marketplace.

Apple introduced several bestselling products including the iMac, iPod, iPhone, iBook and iPad. Apple started shipping the iPhone 4S, the fifth generation of the iPhone, on October 14. Consumer demand for this touchscreen slate smartphone was described by AT&T as “extraordinary.” Apple’s success was based on the ability to define and dominate new markets including mobile phones, personal tablets and portable music players and legal downloads.

Apple’s success in selling products that are unbelievably popular with consumers has resulted in the creation of wealth and jobs. In May 2010, Apple’s market capitalization or the value of its outstanding stock edged past its longtime rival Microsoft by more than $3 billion for the first time. Last June, Apple’s market value of $317.6 billion exceeded the combined market value of Intel at $115.2 billion and Microsoft at $201.6 billion. As of September, Apple was the largest publicly traded company by market capitalization in the world.

The company has grown from a two-person startup in 1976 to more than 50,000 employees today. Serious investors in a company such as Apple invariably read and analyze its annual reports and Form 10-K filings with the Securities and Exchange Commission (SEC). The importance of the many thousands employees who work for Apple is captured in a single short section contained in Apple’s 2010 filling with the SEC under the headline:

The Company’s success depends largely on the continued service and availability of key personnel.

Much of the Company’s future success depends on the continued availability and service of key personnel, including its CEO, its executive team and highly skilled employees in technical, marketing and staff positions. Experienced personnel in the technology industry are in high demand and competition for their talents is intense, especially in the Silicon Valley, where most of the Company’s key personnel are located. There can be no assurance that the Company will continue to attract and retain key personnel.”

Steve Jobs died on October 5, after an eight-year battle with pancreatic cancer.

Jobs will be remembered most for the great products Apple provided consumers. He will also be remembered by the past and current employees of Apple who benefited directly from the wealth and opportunities that Apple produced under his visionary and inspiring leadership.

Very few companies are as successful and huge as Apple and even fewer last 100 years. Only time we tell whether Steve Job’s vision for great products will continue into the future.

Today with more than 25 million Americans seeking full time employment, what America truly needs is to let 1,000 Apples bloom. Jobs would say that would be “huge” and “unbelievable” for “mere mortals” and “wouldn’t it be great.” “Pretty cool, huh.”

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Posted on August 2, 2011. Filed under: Blogroll, Books, Business, Communications, Economics, Education, Employment, Language, Law, liberty, Life, Links, media, People, Philosophy, Psychology, Raves, Resources, Talk Radio, Video, Wisdom | Tags: , , , , , |

 

 

 

Malcolm Gladwell at the 92nd Street Y

 

Malcolm Gladwell – Why do some succeed where others fail? What makes high-achievers different?

 

Malcolm Gladwell – Outliers 1 (2009)

 

Malcolm Gladwell – Outliers 2 (2009)

 

 

Background Articles and Videos

Outliers: The Story of Success

“…Outliers: The Story of Success is a non-fiction book written by Malcolm Gladwell and published by Little, Brown and Company on November 18, 2008. In Outliers, Gladwell examines the factors that contribute to high levels of success. To support his thesis, he examines the causes of why the majority of Canadian ice hockey players are born in the first few months of the calendar year, how Microsoft co-founder Bill Gates achieved his extreme wealth, and how two people with exceptional intelligence, Christopher Langan and J. Robert Oppenheimer, end up with such vastly different fortunes. Throughout the publication, Gladwell repeatedly mentions the “10,000-Hour Rule”, claiming that the key to success in any field is, to a large extent, a matter of practicing a specific task for a total of around 10,000 hours.

The publication debuted at number one on the bestseller lists for The New York Times and The Globe and Mail, holding the position on the former for eleven consecutive weeks. Generally well received by critics, Outliers was considered more personal than Gladwell’s other works, and some reviews commented on how much Outliers felt like an autobiography. Reviews praised the connection that Gladwell draws between his own background and the rest of the publication to conclude the book. Reviewers also appreciated the questions posed by Outliers, finding it important to determine how much individual potential is ignored by society. However, the lessons learned were considered anticlimactic and dispiriting. The writing style, deemed easy to understand, was criticized for oversimplifying complex sociological phenomena. …”

http://en.wikipedia.org/wiki/Outliers_(book)

Malcolm Gladwell

“…Malcolm Gladwell (born September 3, 1963) is a Canadian writer for The New Yorker and best-selling author based in New York City.[1] He has been a staff writer for The New Yorker since 1996. He is known for his books The Tipping Point (2000), Blink (2005), Outliers (2008), and What the Dog Saw: And Other Adventures (2009). Gladwell’s books and articles often deal with the unexpected implications of research in the social sciences and make frequent and extended use of academic work, particularly in the areas of sociology, psychology, and social psychology. Gladwell was appointed to the Order of Canada on June 30, 2011.[2]

Early life

Gladwell’s British father, Graham M. Gladwell, is a civil engineering professor emeritus at the University of Waterloo in Ontario, Canada; his mother, Joyce E. (née Nation), is a Jamaican-born psychotherapist.[3] Gladwell was born in Fareham, Hampshire, England, but when he was six his family moved to Elmira, Ontario, Canada.[4]

According to research done by Professor Henry Louis Gates, Jr., of Harvard University, in 2010 for the PBS series Faces of America, Gladwell’s family tree includes ancestors of West Indian, Igbo, Irish, English, and Scottish heritage. One of his European ancestors, an Irishman named William Ford, arrived in Jamaica in the late 18th century and with his concubine, an Igbo slave named Hannah Burton, he had a son named John Ford, whose descendants included a long line of privileged mixed-race Jamaicans, the Fords.[5] On his father’s side, his great-great grandparents, Thomas Adams and Jane Wilson, left England and Ireland to take part in the Castlemaine gold rush in Victoria, Australia in the 1850s.[3] Gladwell has said that his mother, who published a book titled Brown Face, Big Master in 1969, is his role model as a writer.[6] His distant cousin is the American general and statesman of Jamaican descent, Colin Powell.[7]

During his high school years, Gladwell was an outstanding middle-distance runner and won the 1500 meter title at the 1978 Ontario High School championships in Kingston, Ontario, in a duel with eventual Canadian Open record holder David Reid.[8] In the spring of 1982, Gladwell interned with the National Journalism Center in Washington, D.C.[9] He graduated with a degree in history from the University of Toronto’s Trinity College in 1984.[10]

 Career

Gladwell began his career at The American Spectator, a conservative monthly.[11] He subsequently wrote for Insight on the News, a conservative magazine owned by the Rev. Sun Myung Moon’s Unification Church, before joining The Washington Post as a business writer in 1987.[12] He later served as a science writer and as New York bureau chief for the Post before leaving the paper in 1996. He is currently a staff writer for The New Yorker. His books—The Tipping Point (2000) and Blink (2005)—were international bestsellers. Gladwell received a US$1 million advance for The Tipping Point, which went on to sell over two million copies in the United States.[13][14] Blink sold equally well.[13][15] His third book, Outliers: The Story of Success, was released November 18, 2008.[16] His latest book, What the Dog Saw: And Other Adventures, was published on October 20, 2009. What the Dog Saw bundles together his favorite articles from The New Yorker since he joined the magazine as a staff writer in 1996.[17] Gladwell has told a number of stories at The Moth storytelling society in New York City.

Works

Gladwell’s first work, The Tipping Point, discusses the potentially massive implications of small-scale social events, while his second book, Blink, explains how the human subconscious interprets events or cues and how past experiences allow people to make informed decisions very rapidly. Outliers examines how a person’s environment, in conjunction with personal drive and motivation, affects his or her possibility and opportunity for success. Gladwell stated, “The hope with Tipping Point was it would help the reader understand that real change was possible. With Blink, I wanted to get people to take the enormous power of their intuition seriously. My wish with Outliers is that it makes us understand how much of a group project success is. When outliers become outliers it is not just because of their own efforts. It’s because of the contributions of lots of different people and lots of different circumstances.”[18]

 Reception

Critical appraisal of Gladwell’s work has been mixed. Most praise his gift for compelling writing and clarity of expression while many disagree with his conclusions or question the validity of his methods, and some just don’t like his writing style.

Fortune described The Tipping Point as “a fascinating book that makes you see the world in a different way,” and the San Francisco Chronicle named it “one of the year’s most anticipated nonfiction titles.”[19][20] The Daily Telegraph called it “a wonderfully offbeat study of that little-understood phenomenon, the social epidemic.”[21] Steven Pinker writes that Gladwell is a writer of “many gifts… He avoids shopworn topics, easy moralization and conventional wisdom, encouraging his readers to think again and think different. His prose is transparent, with lucid explanations and a sense that we are chatting with the experts ourselves.”[22]

Reviewing Blink, the Baltimore Sun dubbed Gladwell “the most original American [sic] journalist since the young Tom Wolfe.”[23] Farhad Manjoo at Salon described the book as “a real pleasure. As in the best of Gladwell’s work, Blink brims with surprising insights about our world and ourselves.”[24] The Economist called Outliers “a compelling read with an important message.”[25] David Leonhardt wrote in The New York Times Book Review: “In the vast world of nonfiction writing, Malcolm Gladwell is as close to a singular talent as exists today” and that Outliers “leaves you mulling over its inventive theories for days afterward.”[26] The Baltimore Sun stated that with the collection What the Dog Saw Gladwell “does what he does best—finds the intersection of science and society to explain how we got where we are.”[27] Ian Sample wrote in the Guardian: “Brought together, the pieces form a dazzling record of Gladwell’s art. There is depth to his research and clarity in his arguments, but it is the breadth of subjects he applies himself to that is truly impressive.”[28]

Criticism of Gladwell tends to focus on the fact that he is a journalist and not an academic, and as a result his work does not meet the standard of academic writing. He has been accused, for example, of falling prey to a variety of logical fallacies and cognitive biases. Critics charge that his sampling methods have resulted in hasty generalizations and selection biases, as well as a tendency to imply causation between events where only correlation exists.[29][30][31] One review of Outliers accuses Gladwell of “racist pseudoscience” due to “using his individual case studies as a means to jump to sweeping generalizations on race and class status,”[32] while another review in The New Republic called the final chapter of Outliers, “impervious to all forms of critical thinking”.[33] Gladwell has also received much criticism for his use of anecdotal evidence and general lack of rigor in his approach.[34][35]

Maureen Tkacik and Steven Pinker[22][36] have challenged the integrity of Gladwell’s approach. Even while praising Gladwell’s attractive writing style and content, Pinker sums up his take on Gladwell as, “a minor genius who unwittingly demonstrates the hazards of statistical reasoning,” while accusing Gladwell of “cherry-picked anecdotes, post-hoc sophistry and false dichotomies” in his book Outliers. Referencing a Gladwell reporting mistake, Pinker criticizes his lack of expertise: “I will call this the Igon Value Problem: when a writer’s education on a topic consists in interviewing an expert, he is apt to offer generalizations that are banal, obtuse or flat wrong.”[22]

A writer in The Independent accused Gladwell of posing “obvious” insights.[37] The Register has accused Gladwell of making arguments by weak analogy and commented that Gladwell has an “aversion for fact”, adding that, “Gladwell has made a career out of handing simple, vacuous truths to people and dressing them up with flowery language and an impressionistic take on the scientific method.” An article by Gladwell inaccurately referring to Finnish software engineer Linus Torvalds as the “Norwegian hacker Linus Torvald [sic]” was referred to by The Register as a typical example of alleged sloppy writing.[38] Gladwell’s literary approach is spoofed on the Web site the Malcolm Gladwell Book Generator.[39] …”

http://en.wikipedia.org/wiki/Malcolm_Gladwell

 

Malcolm Gladwell: What we can learn from spaghetti sauce

 

Malcolm Gladwell – THE KENNA PROBLEM: Why asking people what they like is sometimes a bad idea

 

kenna interview with malcom part 2

 

 Malcolm Gladwell – Blink – full show

 

@katiecouric: Malcolm Gladwell

 

Q&A: Malcolm Gladwell

 

10,000 hour rule

 

Bill Gates on Expertise: 10,000 Hours and a Lifetime of Fanaticism  

 

Malcolm Gladwell – Part 1  

Malcolm Gladwell – Part 2

 

Malcolm Gladwell – Part 3

 

Malcolm Gladwell – Part 4

 

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Allan Bloom–The Closing of The American Mind–Videos

Philip Bobbitt–Terror and Consent–Videos

Ian Bremmer–The End of the Free Market–Videos

Patrick J. Buchanan–Churchill, Hitler, and The Unnecessary War–Videos

Ron Chernow–Alexander Hamilton–Videos

Steve Coll– The Bin Ladens: An Arabian Family in the American Century; Ghost Wars: The Secret History of the CIA, Afghanistan, and bin Laden, from the Soviet Invasion to September 10, 2001 –Videos

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David Kirkpatrick–The Facebook Effect–Videos

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George Lakoff–Videos

Mark Levin–Liberty and Tyranny: A Conservative Manifesto–Videos

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Michael Lewis–The Big Short: Inside the Doomsday Machine–Videos

Gretchen Morgenson & Joshua Rosner–Reckless Endangerment–Videos

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Andrew C. McCarthy–Willful Blindness–Videos

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Ron Paul–End The Fed–Videos

Melanie Phillips–Londonistan–Videos

Melanie Phillips–The World Turned Upside Down: The Global Battle over God, Truth, and Power–Video

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Samantha Power–A Problem From Hell: America and the Age of Genocide–Chasing The Flame–Videos

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Murray Rothbard–Economic Thought Before Adam Smith–Videos

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Murray Rothbard– What Has Government Done to Our Money?–Videos

Michael Scheuer–Through Our Enemies’ Eyes–Videos

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Thomas Sowell and Conflict of Visions–Videos

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Samuel F. Yette–The Choice: The Issue of Black Survival in America-Videos

Read Full Post | Make a Comment ( None so far )

Paul Allen–Idea Man: A Memoir By The Cofounder of Microsoft–Videos

Posted on May 31, 2011. Filed under: Blogroll, Books, Business, Communications, Law, liberty, Life, Links, media, Music, People, Philosophy, Politics, Raves, Science, Security, Technology, Video, Wealth, Wisdom | Tags: , , , , , |

 

Paul Allen shares his ‘ideas’

 

Paul Allen – Revolutionary Idea Man

 

 

Paul Allen on Gates, Microsoft

 

Charlie Rose – Paul Allen 04/18/11

 

 Idea Man by Paul Allen, read by Doug Shiloh 4-20-11

“…Synopsis

“The entire conversation took five minutes. When it was over, Bill and I looked at each other. It was one thing to talk about writing a language for a microprocessor and another to get the job done . . . If we’d been older or known better, Bill and I might have been put off by the task in front of us. But we were young and green enough to believe that we just might pull it off.”

Paul Allen, best known as the cofounder of Microsoft, has left his mark on numerous fields, from aviation and science to rock ‘n’ roll, professional sports, and philanthropy. His passions and curiosity have transformed the way we live. In 2007 and again in 2008, Timenamed him one of the hundred most influential people in the world.

It all started on a snowy day in December 1974, when he was twenty-one years old. After buying the new issue of Popular Electronicsin Harvard Square, Allen ran to show it to his best friend from Seattle, Bill Gates, then a Harvard undergrad. The magazine’s cover story featured the Altair 8800, the first true personal computer; Allen knew that he and Gates had the skills to code a programming language for it. When Gates agreed to collaborate on BASIC for the Altair, one of the most influential partnerships of the digital era was up and running.

While much has been written about Microsoft’s early years, Allen has never before told the story from his point of view. Nor has he previously talked about the details of his complex relationship with Gates or his behind-closed- doors perspective on how a struggling startup became the most powerful technology company in the world. Idea Manis the candid and long-awaited memoir of an intensely private person, a tale of triumphant highs and terrifying lows.

After becoming seriously ill with Hodgkin’s lymphoma in 1982, Allen began scaling back his involvement with Microsoft. He recovered and started using his fortune-and his ideas-for a life of adventure and discovery, from the first privately funded spacecraft (SpaceShipOne) to a landmark breakthrough in neuroscience (the Allen Brain Atlas). His eclectic ventures all start with the same simple question: What shouldexist? As Allen has written:

To me, that’s the most exciting question imaginable. . . . From technology to science to music to art, I’m inspired by those who’ve blurred the boundaries, who’ve looked at the possibilities, and said, “What if…?” In my own work, I’ve tried to anticipate what’s coming over the horizon, to hasten its arrival, and to apply it to people’s lives in a meaningful way. . . . The varied possibilities of the universe have dazzled me since I was a child, and they continue to drive my work, my investments, and my philanthropy.

Idea Man is an astonishing true story of ideas made real. …”

http://www.youtube.com/watch?v=QIFl7SWWAvg

 

Over the weekend I read two books, The Facebook Effect and Idea Man: A Memoir By The Cofounder of Microsoft.

I recommend both books and would read them back to back.

I concluded that Gates made a big mistake when he apparently tried to dilute Allen’s ownership share of Microsoft.

 

Background Articles and Videos

Paul Allen Sues Apple, Google and Others Over Patented Technology

 

 

Paul Allen Web Site

http://ideaman.paulallen.com/

 

Paul Allen

“…Paul Gardner Allen (born January 21, 1953) is an American investor and philanthropist who co-founded Microsoft with Bill Gates and is one of the wealthiest people in the world with a personal wealth of US$13.5 billion as of 2010. He is the founder and chairman of Vulcan Inc., which manages his business and philanthropic efforts. Allen also has a multi-billion dollar investment portfolio which includes technology companies such as Evri and Gist, real estate holdings, and stakes in other technology, media, and content companies. Allen also owns two professional sports teams, the Seattle Seahawks of the National Football League (NFL),[2] and the Portland Trail Blazers of the National Basketball Association (NBA).[3] He is also part-owner of the Seattle Sounders FC, which joined Major League Soccer (MLS) in 2009.[4] Allen’s memoir Idea Man: A Memoir by the Cofounder of Microsoft was released on April 19, 2011, and extensive excerpts have been published in the May 2011 issue of Vanity Fair.[5] …”

http://en.wikipedia.org/wiki/Paul_allen

Bill Gates Biography Documentry – Interview on Paul Allen Octopus

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Bill Gates–Videos

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Bill Gates Wants More Best, Bright, and Cheap Foreign Labor–More Jobs and Competition In Amercan Labor Market Is Needed–Not More Visas and Subsidies!

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Books

Fouad Ajami–The Foreigner’s Gift–Videos

Robert Baer–The Devil We Know–Videos

Claire Berlinski–Why Margaret Thatcher Matters: “There Is No Altervative”–Videos

Michael Barone–Our First Revolution–Videos

Allan Bloom–The Closing of The American Mind–Videos

Philip Bobbitt–Terror and Consent–Videos

Ian Bremmer–The End of the Free Market–Videos

Patrick J. Buchanan–Churchill, Hitler, and The Unnecessary War–Videos

Ron Chernow–Alexander Hamilton–Videos

Steve Coll– The Bin Ladens: An Arabian Family in the American Century; Ghost Wars: The Secret History of the CIA, Afghanistan, and bin Laden, from the Soviet Invasion to September 10, 2001 –Videos

Dinesh D’Souza–The Enemy At Home–Videos

Dinesh D’Souza–The Roots of Obama’s Rage–Videos

Thomas J. DiLorenzon–Hamilton’s Curse: How Jefferson’s Arch Enemy Betrayed the American Revolution – And What It Means for Americans Today–Videos

Cory Doctorow–Makers–Videos

Joseph J. Ellis–His Excellency: George Washington–Videos

Steve Emerson–American Jihad: The Terrorist Living Among Us–Videos

Bruce Feiler–Walking the Bible–Videos

Niall Ferguson–”The Ascent of Money–Videos

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Milton Friedman–Free To Choose–On Donahue –Videos

Burton Folsom Jr.–New Deal or Raw Deal–Videos

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Brigitte Gabriel–They Must Be Stopped: Why We Must Defeat Radical Islam and How We Can Do It –Videos

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Jonah Goldberg–Liberal Fascism–Videos

David Goodwillie–American Subversive–A Novel

Victor Davis Hansen–A War Like No Other–Videos

Robert Higgs–Crisis and Leviathan–Videos

David Horowitz and Richard Poe–The Shadow Party–Videos

Peter Huber–The Bottomless Well–Videos

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Mark Levin–Liberty and Tyranny: A Conservative Manifesto–Videos

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Murray Rothbard–Economic Thought Before Adam Smith–Videos

Murray Rothbard–What Has Government Done to Our Money?–Videos

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Murry Rothbard–For A New Liberty: The Libertarian Manifesto–Audio Book

Murray Rothbard– What Has Government Done to Our Money?–Videos

Michael Scheuer–Through Our Enemies’ Eyes–Videos

Amity Shlaes–The Forgotten Man–Videos

Thomas Sowell and Conflict of Visions–Videos

Thomas Sowell–Black Rednecks and White Liberals–The Missing Nobel Laureates–Videos

Thomas Sowell–Intellectuals and Society–Videos

Thomas Sowell On The Housing Boom and Bust–Videos

Gillian Tett–Fool’s Gold–Videos

Marc Thiessen’s Courting Disaster–A Clear and Present Danger To The American People–President Barack Obama!

R. Christopher Whalen–Inflated: How Money and Debt Built the American Dream–Videos

David Wessel–In Fed We Trust: Ben Bernanke’s War On The Great Panic–Videos

Thomas E. Woods Jr.–Meltdown–Videos

Thomas E. Woods Jr.–We Who Dared to Say No to War–Videos

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Read Full Post | Make a Comment ( None so far )

Mark Russinovich–Zero Day–Videos

Posted on February 11, 2011. Filed under: Blogroll, Books, Communications, Computers, Culture, Entertainment, Language, Law, liberty, Life, Links, People, Philosophy, Raves, Resources, Technology, Video, War, Wealth, Wisdom | Tags: , , , , |

 

“Mark came to Microsoft in 2006 to help advance the state of the art of Windows, now in his latest compelling
creation he is raising awareness of the all-too-real threat of cyber-terrorism.”

~Bill Gates

“While what Mark wrote is fiction, the risks that he writes about eerily mirror many situations that we see
today.”

~Howard A. Schmidt, White House Cyber Security Coordinator


 

 

Synopsis

“… An insidious cyber-terrorist attack threatens to destroy the Western World in this debut by a leading expert on cybersecurity Over the Atlantic, an airliner’s controls suddenly stop reacting. In Japan, an oil tanker runs aground when its navigational system fails. And in the Midwest, a nuclear power plant nearly becomes the next Chernobyl. 

At first, these computer failures seem unrelated. But Jeff Aiken, a former government analyst who saw the mistakes made before 9/11, fears that there may be a more serious attack coming. And he soon realizes that there isn’t much time if he hopes to stop an international disaster. …”

Zero Day presents a chilling “what if” scenario written in the vein of Richard A. Clarke and Daniel Suarez.

http://search.barnesandnoble.com/Zero-Day/Mark-Russinovich/e/9780312612467



Crystal Book Review

“…Have you ever experienced a virus, Trojan horse, spam, worm, etc. on your computer? It seems overwhelming when it happens, but imagine if it began to happen to computers around the country all at once. Imagine that, unlike your problem, this national problem doesn’t seem to be fixable at all. The bottom line is financial loss at a devastating level but also other consequences never before contemplated. …”

http://crystalbookreviews.blogspot.com/2011/01/zero-day-novel-by-mark-russinovich.html

“…Mark Russinovich works at Microsoft in the Windows Azure product team as a Technical Fellow, Microsoft’s senior-most technical position. Mark earned a Ph.D. in computer engineering from Carnegie Mellon University and he joined Microsoft when it acquired Winternals Software, which he co-founded in 1996. He is also author of the popular Sysinternals Windows administration and diagnostic tools. He is coauthor of the Microsoft Press Windows Internals book series, a contributing editor for TechNet Magazine, and a senior contributing editor for Windows IT Pro Magazine.

Mark lives in Washington State with his wife and daughter. …”

http://www.zerodaythebook.com/?page_id=23

Background Articles and Videos

Mark’s Blog

http://blogs.technet.com/b/markrussinovich/archive/2011/01/23/3381075.aspx

 

Cloud Cover Episode 36 – Mark Russinovich Talks Fabric Controller and Cyber Terrorism

http://channel9.msdn.com/Shows/Cloud+Cover/Cloud-Cover-Episode-36-Mark-Russinovich-Talks-Fabric-Controller-and-Cyber-Terrorism#time=0h1m57s

Interview with Mark Russinovich by Microsoft Student Partners

 

Student Partner: Interview with Mark Russinovich

 

Mark Russinovich- Windows 7 Demo 1/3

 

Mark Russinovich- Windows 7 Demo 2/3

 

Mark Russinovich- Windows 7 Demo 3/3

Mark Russinovich On Working at Microsoft Windows Server 2008 Kernel, HyperV 1/5

Mark Russinovich On Working at Microsoft Windows Server 2008 Kernel, HyperV 2/5

Mark Russinovich On Working at Microsoft Windows Server 2008 Kernel, HyperV 3/5

Mark Russinovich On Working at Microsoft Windows Server 2008 Kernel, HyperV 4/5

Mark Russinovich: On Working at Microsoft, Windows Server 2008 Kernel, HyperV 5/5

 

Mark Russinovich From Winternals to Microsoft, On Windows Security 1/6

 

Mark Russinovich From Winternals to Microsoft, On Windows Security 2/6

 

Mark Russinovich From Winternals to Microsoft, On Windows Security 3/6

 

Mark Russinovich From Winternals to Microsoft, On Windows Security4/6

 

Mark Russinovich From Winternals to Microsoft, On Windows Security 5/6

 

Mark Russinovich From Winternals to Microsoft, On Windows Security 6/6

 

Mark Russinovich: Inside Windows 7 Redux

http://channel9.msdn.com/shows/Going+Deep/Mark-Russinovich-Inside-Windows-7-Redux/

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A Conversation With Bill Gates–Videos

Posted on September 12, 2010. Filed under: Blogroll, College, Communications, Economics, Education, history, Language, Law, Life, Links, People, Philosophy, Politics, Raves, Tutorials, Video, War, Wisdom | Tags: |

Afternoon Conversation with Bill Gates

Background Articles and Videos

Bill Gates on MIT OpenCourseWare

Official MIT OpenCourseWare 1800 Event Video

http://ocw.mit.edu/terms/

MIT Courses

http://ocw.mit.edu/courses/

MIT Open Courseware as Supplemental Material

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Ray Kurzweil–Videos

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Bill Gates Wants More Best, Bright, and Cheap Foreign Labor–More Jobs and Competition In Amercan Labor Market Is Needed–Not More Visas and Subsidies!

The History of Microsoft–Videos

A Kinder Gentler Wiser Microsoft Gives Away Valuable Software Developer Tools to Students Around The World!

Bill Gates–Hope, Change and Rapid Affluence Development–Creative Capitalism! 

Wealth, Income and Job Creation: Let A 1000 Microsofts Bloom

Microsoft’s Channel 9 Coffeehouse Community Killer–spam

Microsoft Expression Studio–Videos

 

Read Full Post | Make a Comment ( None so far )

Barack Obama or BO Is Today’s Lyndon Baines Johnson or LBJ: Ho, Ho, BO, BO–How Many Black Babies Have You Killed Today?–Thousands–Bro–Thousands!

Posted on March 23, 2010. Filed under: Babies, Blogroll, Communications, Cult, Culture, Demographics, Economics, Education, Employment, Federal Government, Fiscal Policy, government, government spending, Health Care, history, Language, Law, liberty, Life, Links, media, Monetary Policy, Taxes, Technology, Video, Wisdom | Tags: , , , , , , , , , , , , , |

Lyndon Johnson – Remarks on Decision to not seek Reelection

Protests Against the Vietnam War

Obama Promises Abortion in Public Plan

What Obama Does Not Want You To See Or Know / Video PSA

Democrats Vote to Allow Federal Funding of Abortions

 

Maafa 21 Pt 7 of 15

Margaret Sanger, Planned Parenthood’s Racist Founder

abc news reports on secret meeting of the rich, yet ignores bilderberg completely

Billionaires Decide Who Lives Who Dies

With the passing of Obama Care, the number of abortions will significantly increase since the health insurance plans that are Federal Government approved and mandated must provide for coverage of abortion as part of basic medical care.

Currently about 1,500 abortions of black babies occur each day in the United States or over 500,000 per year.

Assuming that the bill is not repealed in the next four years and the new Federal Government mandated and approved health insurance plans are what most people have as their health insurance plan, the number of aborted black babies should rise to over 2,000 per day,  over 730,000 per year or over 7,000,000 per decade.

This will be a growth business and boom for Planned Parenthood, who has the vast majority of their abortion clinics in black and hispanic neighborhoods.

Barack Obama is a big supporter of Planned Parenthood as are the progressive radical socialists of both the Democratic and Republican parties.

Abortion and Black Genocide (Barack Obama and the Negro Project)

Eugenics or newgenixs is alive and well in the United States, although it is now called population control.

The white racists and supporters of eugenics are laughing at the blacks who voted for Barack Obama–a progressive radical socialist that is a big supporter of both Planned Parenthood and abortions.

Government schools have resulted in blacks that vote for blacks that support black genocide and most  blacks are either ignorant of this or too stupid to see what Obama impact is on the black race.

Barack Obama progressive radical socialist is promoter of black democide or genocide.

So are the billionaires that support population control and fund black sellouts and frontmen  like Barack Obama.

Population Control & Eugenics pt.1/3

Population Control & Eugenics pt.2/3


 

Population Control & Eugenics pt.3/3


 

David Rockefeller speaks about population control

 

 

The blacks in America remind me of the jews in Germany who thought it could not happen here.

Really?

Wake up America.

It is happening now in an abortion center near you.

Eugenics, Population Control and Global Totalitarianism (Part 1 of 5)

 

JFK-Secret societies PT1 – Unedited

JFK-Secret societies PT2 – Unedited


 

Background Articles and Videos

Maafa 21

“…They were stolen from their homes, locked in chains and taken across an ocean. And for more than 200 years, their blood and sweat would help to build the richest and most powerful nation the world has ever known.

But when slavery ended, their welcome was over. America’s wealthy elite had decided it was time for them to disappear and they were not particular about how it might be done.

What you are about to see is that the plan these people set in motion 150 years ago is still being carried out today. So don’t think that this is history. It is not. It is happening right here, and it’s happening right now. …”

http://blackgenocide.com/ 

VICTOR DAVID HANSON: We’ve Crossed the Rubicon

“…President Obama has crossed the Rubicon with the health care vote. The bill was not really about medicine; after all, a moderately priced, relatively small federal program could offer the poorer not now insured, presently not on Medicare or state programs like Medicaid or Medical, a basic medical plan.

We have no interest in stopping trial lawyers from milking the system for billions. And we don’t want to address in any meaningful way the individual’s responsibility in some cases (drink, drugs, violence, dangerous sex, bad diet, sloth, etc.) for costly and chronic health procedures.

No, instead, the bill was about assuming a massive portion of the private sector, hiring tens of thousands of loyal, compliant new employees, staffing new departments with new technocrats, and feeling wonderful that we “are leveling the playing field” and have achieved another Civil Rights landmark law. (NB: do the math: add higher state income taxes in most states; the new Clinton-era federal income tax rates to come; the proposed lifting of limits on income exposed to FICA taxes; and now new health care charges — and I think you can reach in some cases a bite of 65%to 70% of one’s income.) …”

http://sroblog.com/2010/03/21/victor-david-hanson-we%E2%80%99ve-crossed-the-rubicon/

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President Barack Obama’s Role Model–President Franklin D. Roosevelt–The Worse President For The U.S. and World Economies and The American People–With The Same Results–High Unemployment Rates–Over 25 Million American Citizens Seeking Full Time Jobs Today–Worse Than The Over 13 Million Seeking Jobs During The Worse of The Great Depression!

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Obama’s Civilian National Security Force–Youth Corp Wave–Friendly Fascism Faces–Cons–Crooks–Communists–Communities–Corps!

Obama’s Hidden Agenda and Covert Cadre of Marxists, Communists, Progressives, Radicals, Socialists–Far Left Democrats Destroying Capitalism and The American Republic

Yuri Bezmenov On KGB Soviet Propaganda and Subversion–Videos

The Bloody History of Communism–Videos

Obama Youth–Civilian National Security Force–National Socialism–Hitler Youth–Brownshirts– Redux?–Collectivism!

American Progressive Liberal Fascism–The Wave of The Future Or Back To Past Mistakes?

Today’s Progressives–Obama’s Radical Socialist Democratic Party

President Obama–Killer of The American Dream and Market Capitalism–Stop The Radical Socialists Before They Kill You!

The Progressive Radical Socialist Family Tree–ACORN & AmeriCorps–Time To Chop It Down

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President Obama and His Keynesian Spending Cult of The Fascist Democrat Radicals–FDRs 

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The Battle For The World Economy–Videos

Frederic Bastiat–The Law–Videos

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Walter Block–Introduction To Libertarianism–Videos

Yaron Brook–Videos

Thomas DiLorenzo–The Economic Model of the Fascist State–Videos

Paul Edward Gottfried–Fascism, Anti-Fascism, and the Welfare State–Videos

David Gordon–Five Best Books on the Current Crisis–Video

David Gordon–The Confused Literature of Globalization–Videos

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Henry Hazlitt–Economics In One Lesson–Videos

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Jörg Guido Hülsmann–The Life and Work of Ludwig von Mises–Videos

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Murray Rothbard–Libertarianism–Video

Rothbard On Keynes–Videos

Murray Rothbard– What Has Government Done to Our Money?–Videos

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L. William Seidman on The Economic Crisis: Causes and Cures–Videos

Amity Shlaes–Videos

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Julian Simon–The Ultimate Resource II: People, Materials, and Environment–Videos

Thomas Sowell and Conflict of Visions–Videos

Thomas Sowell On The Housing Boom and Bust–Videos

Peter Thiel–Videos

Thomas E. Woods, Jr.–Videos

Thomas E. Woods–The Economic Crisis and The Federal Reserve–Videos

Tom Woods–Lectures On Liberty–Videos

Tom Woods–Smashing Myths and Restoring Sound Money–Videos

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Banking Cartel’s Public Relations Campaign Continues:Federal Reserve Chairman Ben Bernanke On The Record

Read Full Post | Make a Comment ( None so far )

Bill Gates–Videos

Posted on February 14, 2010. Filed under: Blogroll, Books, Communications, Computers, Culture, Economics, Entertainment, Games, Reviews, Science, Strategy, Technology, Video, Wisdom | Tags: , , , , , , , , , , , |

 

Davos Annual Meeting 2008 – Bill Gates

Bill Gates: How to Fix Capitalism

Bill and Melinda Gates on giving

http://www.youtube.com/watch?v=o4BRyObOuHM

 

Bill Gates speaks to Rotarians – Rotary International

Bill Gates Speech at Harvard (part 1)

Bill Gates Speech at Harvard (part 2)

Bill Gates Speech at Harvard (part 3)

Bill Gates Unplugged

 

Bill Gates – Biography (Part1 of 6)

Bill Gates – Biography (Part 2 of 6)

Bill Gates – Biography (Part 3 of 6)

Bill Gates – Biography (Part 4 of 6)

Bill Gates – Biography (Part 5 of 6)

Bill Gates – Biography (Part6 of 6)

BBC Bill Gates Interview 1 of 7

BBC Bill Gates Interview 2 of 7

BBC Bill Gates Interview 3 of 7

BBC Bill Gates Interview 4 of 7

BBC Bill Gates Interview 5 of 7

BBC Bill Gates Interview 6 of 7

BBC Bill Gates Interview 7 of 7

Steve Jobs and Bill Gates Together: Part 1

 

Steve Jobs and Bill Gates Together: Part 2

Steve Jobs and Bill Gates Together: Part 3

Steve Jobs and Bill Gates Together: Part 4

Steve Jobs and Bill Gates Together: Part 5

Steve Jobs and Bill Gates Together: Part 6

Steve Jobs and Bill Gates Together: Part 7

Steve Jobs and Bill Gates Together: Part 8

Steve Jobs and Bill Gates Together: Part 9

Steve Jobs and Bill Gates Together: Part 10

Steve Jobs and Bill Gates Together: Part 11

Charlie Rose – William Gates Sr. and Bill Gates Jr.

Background Articles and Videos

Davos Annual Meeting 2008 – New Drivers of Development

Steve Jobs Stanford Commencement Speech 2005

 

 

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Bill Gates Goes Nuclear with The TerraPower Traveling Wave Reactor–The Next Big Thing–Innovation and Technology Making A Difference

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Bill Gates Goes Nuclear with The TerraPower Traveling Wave Reactor–The Next Big Thing–Innovation and Technology Making A Difference

Posted on February 4, 2010. Filed under: Blogroll, Climate, Communications, Computers, Economics, Education, Employment, Federal Government, Fiscal Policy, government, government spending, Investments, Language, Law, liberty, Life, Links, Monetary Policy, People, Philosophy, Politics, Raves, Science, Taxes, Technology, Video, Wisdom | Tags: , , , , , |

James Burke : Connections, Episode 10, “Yesterday, Tomorrow and You”, 3 of 5 (CC)

James Burke : Connections, Episode 10, “Yesterday, Tomorrow and You”, 4 of 5 (CC)

 

James Burke : Connections, Episode 10, “Yesterday, Tomorrow and You”, 4 of 5 (CC)

 

Rockwell Testimony on “100 Nukes in 20 years” 6/22/09 – Part 1

Rockwell Testimony on bill to build 100 new nuclear power plants in 20 years – Part 2


 

A. Coolant pumps

B. Expansion area for fission gases

C. Fuel (depleted uranium) inside the hexagonal pillars; green represents unused fuel, black spent fuel

D. Fission wave (red)

E. Breeding wave (yellow)

F. Liquid sodium coolant

http://www.technologyreview.com/energy/22114/page3/

Bill Gates thinks big on energy and climate

“…Nuclear energy is worth pursuing, wind and solar are good but have limitations, and the government is putting minuscule amounts of money into energy R&D dollars.

So says software tycoon turned philanthropist Bill Gates, who launched his Gates Notes Web site on Wednesday to share his big-picture ideas on big topics. High on his list is energy and environment, an area where he’s already taken lots of notes. 

In a series of podcasts, Gates sketches out what technologies and policies are likely to lead to the goal of reducing carbon dioxide emissions to zero. 

In a response to a question, he acknowledges that energy and climate change are not well suited for the Bill & Melinda Gates Foundation, which focuses on finding cures to diseases in poor countries. But he does see energy as a terrific area for marketplace innovation. 

“The world really needs cheap energy, particularly the poor need cheap energy. And the world needs to not run the experiment of seeing how much heating and what feedback effects of lots of heating generates. That means you want to try every path,” he said. 

When it comes to what energy technologies make most sense in the years ahead, Gates says he has a conflict of interest. He and former Microsoft chief technology officer, Nathan Myhrvold invested in TerraPower, a Seattle-area nuclear power company that is working on a reactor design that could use the spent fuel from existing nuclear reactors to make electricity for decades.  …”

http://news.cnet.com/8301-11128_3-10438720-54.html

 

Bill Gates at TED: We Need an Energy Miracle [VIDEO]

BY Ariel Schwartz

“…Avid followers of the TED Conference have almost certainly heard rumblings about Bill Gates’ speech on why we need energy miracles to solve the climate crisis. And the blogosphere has already reacted both positively and negatively to Gates’s theory that we can only reach zero emissions by reducing either our population, services, energy, or carbon output to zero. I decided to wait on passing judgment until the video of Gates’s speech was released, and now that it has been, I can say that I agree with his assessment that we need to get to net zero CO2, and fast–though we should make sure not to ignore other environmental concerns in the process.

In his speech, Bill Gates touts TerraPower reactors that can be fueled by nuclear waste as one possible solution. Is nuclear power the answer? I don’t know, but at the very least Gates should be applauded for highlighting the need for immediate innovation in the energy sector. The value of having someone of Gates’s stature talk about getting to net zero CO2 can’t be overstated. What do you think? …”

http://www.fastcompany.com/1553683/bill-gates-at-ted-we-need-an-energy-miracle-video

TerraPower, LLC Nuclear Initiative

http://www.nuc.berkeley.edu/files/TerraPowerGilleland.pdf

Terrapower: traveling wave reactor design

“…And it is very encouraging to see that the Terrapower CEO is willing to speak “truth to power” by revealing what every serious student of energy policy knows – that the consequence of the environmental activists focus on renewables is more and more coal generation. When American president Obama starts exhorting exactly this truth from his bully pulpit then I would have some confidence that serious solutions are again on the table.  

The above quotation is from an interview with Terrapower CEO John Gilleland in the April 2008 Nuclear News. From the interview we gain a few more small insights into the reactor design. Excerpts:  

How does the traveling-wave reactor work? The basic concept is to use depleted ura- nium as a fuel and to need no more than a small amount of enriched uranium to start a reactor. The reactor would be able to operate for decades without refueling and without chemical separations. In a certain sense, the way the reactor works is well known. It’s the typical breeding concept and standard physics—U-238 going to 239, to neptunium, and finally to plutonium-239—but with a twist, which is the traveling wave. In a sense, the wave can be visualized as two waves—a breeding wave moving just ahead of a burn- ing wave that consumes the bred material. Visualize a cylinder a few meters long that contains U-238 or depleted uranium. A nugget of uranium enriched to 10 percent is put at one end of the cylinder and a wave 40 centimeters wide is built up that breeds and burns plutonium and produces a gigawatt of electricity as it propagates from one end to the other. It would take 50 to 60 years for the wave to go from one end to the other for a reasonable-sized core. …” 

http://seekerblog.com/archives/20091022/terrapower-traveling-wave-reactor-design/  

Traveling–Wave Reactors

Introducing

http://www.intellectualventures.com/docs/terrappower/IV_Introducing%20TWR_3_6_09.pdf

TR10: Traveling-Wave Reactor

A new reactor design could make nuclear power safer and cheaper, says John Gilleland.

By Matt Wald

“…Enriching the uranium for reactor fuel and opening the reactor periodically to refuel it are among the most cumbersome and expensive steps in running a nuclear plant. And after spent fuel is removed from the reactor, reprocessing it to recover usable materials has the same drawbacks, plus two more: the risks of nuclear-weapons proliferation and environmental pollution.

These problems are mostly accepted as a given, but not by a group of researcher­s at Intellectual Ventures, an invention and investment company in Bellevue, WA. The scientists there have come up with a preliminary design for a reactor that requires only a small amount of enriched fuel–that is, the kind whose atoms can easily be split in a chain reaction. It’s called a traveling­-wave reactor. And while government researchers intermittently bring out new reactor designs, the traveling-wave reactor is noteworthy for having come from something that barely exists in the nuclear industry: a privately funded research company.

As it runs, the core in a traveling-­wave reactor gradually converts nonfissile material into the fuel it needs. Nuclear reactors based on such designs “theoretically could run for a couple of hundred years” without refueling, says John G­illeland, manager of nuclear programs at Intellectual Ventures. …”

http://www.technologyreview.com/energy/22114/

Sunday, February 21, 2010: 2:30 PM
Room 9 (San Diego Convention Center)

John Gilleland , Intellectual Ventures, Seattle, WA

Advanced Traveling Wave Reactors

“…Traveling-wave reactors offer a new class of nuclear plants that could avoid some of the drawbacks that have prevented nuclear energy from reaching its full potential as a sustainable, carbon-free source of electricity and heat. Nuclear energy has an impeccable safety record in recent decades and is as reliable as power plants come. Concerns about the proliferation of uranium enrichment technology are high and increasing, however. And no one is happy with today’s solutions for nuclear waste.Traveling-wave reactors offer a path to zero-emissions energy that greatly lowers proliferation risks and that could reduce nuclear waste volumes, buying time to set up a long-term solution. Exploiting new physics that has only recently been fully explored with 21st-century computational tools, traveling-wave reactors run on depleted uranium, a waste byproduct of the enrichment process. Huge amounts of depleted uranium already exist in stockpiles around the world, with more being made each year as the fleet of conventional reactors is refueled. Burned in traveling-wave reactors, this inexpensive but energy-rich fuel source could provide a global electricity supply that is, for all practical purposes, inexhaustible.

A traveling-wave reactor can sustain fission in a nonfissile fuel such as depleted uranium because it sets up a slow-moving wave in which neutrons produced by fission reactions in one small part of the core convert adjacent fuel pellets from fertile isotopes (such as U238) into fissile isotopes (such as Pu239). In other words, a TWR breeds its own nuclear fuel, where it needs it, when it needs it. Exhausted fuel can be left in the core. So unlike conventional nuclear plants that take in new fuel and expel high-level waste every 18 months or so, a TWR can in principle be fueled once, sealed up, and run without refueling for 60 years or more. …”

http://aaas.confex.com/aaas/2010/webprogram/Paper1140.html

Under The Hood With Duncan Williams – Searete’s Traveling Wave Reactor

Searete’s Traveling Wave Reactor

 – By Duncan Williams –

“…One of the more revolutionary reactor designs in the nuclear industry today is Searete LLC’s traveling wave fast breeder reactor. 

Instead of using highly enriched uranium or plutonium as nuclear fuel, the traveling wave reactor uses natural uranium (U-238), or depleted uranium from used fuel rods from other reactors.  Since 99% of all naturally occurring uranium is U-238, the traveling wave reactor would eliminate the need for uranium processing plants.  Even though little is known about the operational details of the traveling wave reactor, recently published patent applications fill in some of the details.

The patent applications discuss a class of nuclear reactors known as fast breeder reactors.  Fast breeder reactors utilize high-energy fast neutrons to sustain the fission process.  Fast breeder reactors create (or breed) a large amount of fissionable material as it is operating, and often creates more fuel than it consumes.  During the fast fission process, uranium-238 absorbs a fast neutron and becomes uranium-239.  The uranium-239 then decays into neptunium-239, which then decays into plutonium-239.  The plutonium-239 created during the fast fission process can be either immediately used in the nuclear reactor for further fissioning, or it can be removed from the reactor and enriched for use in weapons.

Traveling Wave Reactor Technology
 A recently published patent application, Pub. No. 20090252273, describes a fast breeder reactor that can operate for 50-100 years without refueling or removing any used fuel from the reactor.  It utilizes a process disclosed as a “nuclear fission deflagration wave” to harness energy from nuclear fuel.  The application describes an energy wave moving at a “glacial” pace from one side of the nuclear fuel to the other, releasing energy and creating new fissionable material along the way.

The deflagration wave propagates across nuclear fuel much like a cigarette burns from the tip towards the filter.  The glowing red embers in the cigarette represent the deflagration wavefront traveling across the nuclear fuel.  However, unlike a cigarette, a significant amount of fissionable material is being created at the wavefront which can be immediately used to continue the nuclear fission process.  In other words, the traveling wave reactor creates Pu-239 which it then immediately uses as fuel to further propogate the deflagration wave. …”

http://nuclearstreet.com/blogs/nuclear_power_news/archive/2009/10/21/Searete_1920_s-Traveling-Wave-Reactor-10212.aspx

 

 

Inexpensive energy to produce electrical power is needed for economic growth and industralization.

Nuclear reactors are one solution for cheap and clean electrical power generation.

Nuclear Power – How it Works

In the United States approximately 20% of the electricity is generated in 103 nuclear power plants.

This constrast with France where  approximately 80% of the electricity is generated by 58  nuclear power plants.

France Offers Lesson on Nuclear 101

A promising new type of nuclear reactor is the traveling wave reactor or TWR .

Over the next forty years the United States could build 400 nuclear power plants that could produce approximately 80% of the United States’ electrical power needs.

The remaining 20% of the U.S. electricity needs would be produced by coal, natural gas, water, wind and solar power.

Bill Gates sees the need for inexpensive and clean energy around the world and the potential of the travelling wave reactor to supply this need.

The sooner the United States goes nuclear for electrical power generation, the sooner the United States will no longer be dependent upon oil from abroad.

Over time automobiles would be powered by electricity and truck fleets by natural gas.

Let’s Do It Like France Does It: Nuclear Power 

THE BOTTOMLESS WELL: Are We Running out of Energy?

The Free-Market Case for Green

 Listen to Bill Gates thoughts on energy, electrical generation and climate change

What’s been on my mind lately

Podcast Series: Energy and Climate Change

Posted 01/20/2010

“…Finding carbon-free energy sources that will provide affordable power for people around the globe is a complex and difficult issue. Bill shares his thoughts on the challenges of developing alternatives to fossil fuels.

In this series of podcasts, Bill talks about why we need to develop new sources of energy that provide power without generating CO2. Among the topics he covers are the challenges with potential solutions such as carbon capture and sequestration, nuclear, wind, and solar; and why he believes the U.S. government should increase its funding for basic research in energy.

To download the podcast as a .wma file for Windows Media Player, click below. …”

http://www.thegatesnotes.com/Thinking/article.aspx?ID=104

 

Background Articles and Videos

Traveling wave reactor

“…A traveling-wave reactor, or TWR, is a kind of nuclear reactor that can convert fertile material into fissile fuel as it runs using the process of nuclear transmutation. TWRs differ from other kinds of fast-neutron and breeder reactors in their ability to use little or no enriched uranium, instead burning fuel made from depleted uranium, natural uranium, thorium, spent fuel removed from light-water reactors, or some combination of these materials. …”

“…Traveling-wave reactors were first proposed in the 1950s and have been studied intermittently since. The concept of a reactor that could breed its own fuel inside the reactor core was initially proposed and studied in 1958 by Saveli Feinberg, who called it a “breed-and-burn” reactor[1]. Michael Driscoll published further research on the concept in 1979[2], as did Lev Feoktistov in 1988[3], Edward Teller/Lowell Wood in 1995[4], Hugo van Dam in 2000[5] and Hiroshi Sekimoto in 2001[6].

No TWR has yet been constructed, but in 2006, Intellectual Ventures launched a subsidiary named TerraPower, LLC to model and commercialize a practical engineering embodiment of such a reactor, which has since come to be called a traveling-wave reactor. TerraPower has developed TWR designs for low- to medium-power (300-MWe) and large power (~1000-MWe) application.[7]

…”

“…Fuel

Unlike light-water reactors (LWRs), TWRs can be fueled at the time of construction with enough depleted uranium to produce full power for 60 years or more[11]. TWRs consume substantially less uranium than a LWR per unit of electricity generated due to TWRs higher fuel burnup, higher thermal efficiency and higher fuel density. A TWR also accomplishes reprocessing on the fly, without the need for chemical separation that is typical of other kinds of breeder reactors. These features greatly reduce fuel and waste volumes while enhancing proliferation resistance[12].
Depleted uranium is widely available as a feedstock. Stockpiles in the United States currently contain approximately 700,000 metric tons of depleted uranium, which is produced as a waste byproduct of the enrichment process[13]. TerraPower has estimated that these stockpiles represent an energy resource equivalent to $100 trillion worth of electricity[14]. Company scientists have also estimated that wide deployment of TWRs could enable projected global stockpiles of depleted uranium to sustain 80% of the world’s population at U.S. per capita electricity usages for over a millennium[15].
In principle, TWRs are capable of burning spent fuel from LWRs. This is possible because spent LWR fuel is mostly depleted uranium and, in a TWR fast neutron spectrum, the neutron absorption cross section of fission products are several orders of magnitude smaller than in a LWR thermal neutron spectrum. Additional technical development would be required to realize this capability, however.
TWRs are also capable, in principle, of reusing their own fuel. The used metal fuel from TWRs will still contain a high fissile content. Recast and reclad into new driver pellets without separations, this recycled fuel could be used to start fission in additional TWRs, thus displacing the need to enrich uranium altogether. …”

http://en.wikipedia.org/wiki/Traveling_wave_reactor

Nuclear’s next generation

Inside story: A group of six new blueprints for nuclear power stations promise advances in safety and efficiency. How do they differ from existing designs?

Dec 10th 2009 |

“…

Today those priorities have been reversed. America and Russia are taking steps to reduce their stockpiles of nuclear weapons, and the international community is trying to prevent their acquisition by new states. Under America’s “Megatons to Megawatts” programme, weapons-grade material from retired warheads is being broken down to provide fuel for civilian nuclear power stations. With 53 new reactors under construction around the world and dozens more planned, the main difficulties facing nuclear scientists now are to reduce the threat of proliferation, improve efficiency and do something about the growing stock of nuclear waste in indefinite temporary storage.

These new priorities favour new sorts of reactor. Taking the lead in the development of the next generation of reactors is an international programme called the Generation IV International Forum (GIF), a collaboration between the governments of America, Argentina, Brazil, Britain, Canada, China, France, Japan, Russia, South Africa, South Korea and Switzerland, plus Euratom, the EU’s nuclear body. Established in 2001, the GIF has drawn up a shortlist of six of the most promising designs, which range from updated versions of existing reactors to radically different approaches.

All nuclear reactors rely on nuclear fission, a process discovered in the 1930s. When certain heavy atoms are struck by a neutron, they absorb it, become unstable and split apart. This results in two lighter atoms, and two or three neutrons are ejected. The process releases large amounts of energy, much of it in the form of the kinetic energy of the fast-moving fission products. This energy is converted to heat as the fission products slow down. If the ejected neutrons hit other atoms nearby, those too can break apart, releasing further neutrons in a chain reaction. When enough neutrons produce further fissions—rather than escaping, bouncing off or being absorbed by atoms that do not split—the process becomes self-sustaining.

The technology underpinning civilian nuclear power-generation has not progressed much since the 1950s when a small number of prototype commercial reactors were first brought online. Based on the military reactors developed for weapons programmes and naval propulsion, these “generation I” systems pioneered the pressurised water reactor (PWR) design, which is the basis for most of the “generation II” nuclear reactors now in operation. In a PWR ordinary water, kept at a high pressure to prevent it from boiling, is used both to cool the reactor core and to “moderate” the nuclear reaction by reducing the speed of the neutrons in order to maximise their ability to cause further fissions. According to the International Atomic Energy Agency (IAEA), of the 436 nuclear reactors in operation today, 356 are either PWRs or boiling-water reactors—a simplified version of the same design.

The vast majority of current reactors use a “once through” fuel cycle, in which each batch of fuel spends a single term in the reactor core, and the leftovers are then removed and placed in storage. This spent fuel presents a storage problem, but it also offers an opportunity. According to the World Nuclear Association, an industry body, the spent fuel recovered from a reactor still contains around 96% of the original uranium, as well as plutonium that has been formed in the core. If the nuclear renaissance takes off at the rate that many are predicting, this inefficient use of the uranium fuel is likely to prove unsustainable, says Bill Stacey, a professor of nuclear engineering at the Georgia Institute of Technology. …”

 

http://www.economist.com/sciencetechnology/tq/displayStory.cfm?story_id=15048703

Eric Schmidt on policy priorities for 2009

 

Should Google Go Nuclear? Clean, cheap, nuclear power…

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Facing Fundamental Facts

Gore Grilled & Gingrich Gouged–American People Oppose Massive Carbon Cap and Trade Tax Increase–Videos

National Center for Policy Analysis–A Global Warming Primer

Global Warming is The Greatest Hoax, Scam and Disinformation Campaign in History

Global Warming Videos

Global Warming Books

Global Warming Sites 

The Heidelberg Appeal: Beware of False Gods and Prophets

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Bill Gates Wants More Best, Bright, and Cheap Foreign Labor–More Jobs and Competition In Amercan Labor Market Is Needed–Not More Visas and Subsidies!

Posted on September 8, 2009. Filed under: Blogroll, Communications, Economics, Education, Employment, Immigration, Law, liberty, Life, Links, Politics, Rants, Raves, Regulations, Taxes, Video, Wisdom | Tags: , , , , , , , |

Bill Gates Asks Senate For Infinite Number Of H 1B Visas

 

Microsoft Layoff approximately 5000 Employees & writes a reply to Grassley on H1B Hiring & Firing

 

Napolitano-h1b visa

 

Stuart Anderson on H1B Visas on C-Span Washington Journal (1/3)

 

Stuart Anderson on H1B Visas on C-Span Washington Journal (1/3)

 

Stuart Anderson on H1B Visas on C-Span Washington Journal (1/3)

 

Bill Gates and the H-1B Visa, Chapter 1

 

Bill Gates and the H-1B Visa, Chapter 2

 

Bill Gates and the H-1B Visa, Chapter 3

 

Will the B in H-1B stand for Barack?

 

Vivek Wadhwa: China is not the new Silicon Valley

 

H-1B Visas Fraud

 

Corporate America finds new ways NOT to hire Americans

 

Lou Dobbs: H1B visa scam hurts American college grads

 


Background Articles and Videos

Bill Gates: How I’m trying to change the world now (includes the infamous mosquito release!)

 

Bill Gates on Economy, Education, 3rd World, Technology (1/3)

 

Bill Gates on Economy, Education, 3rd World, Technology (2/3)

 

Bill Gates on Economy, Education, 3rd World, Technology (3/3)

 

Bill Gates on Economy, Education, 3rd World, Technology (1/3)

Good Intentions 1 of 3 Introduction and Public Schools with Walter Williams

 

Good Intentions 2 of 3 Introduction and Public Schools with Walter Williams

 

Good Intentions 3 of 3 Introduction and Public Schools with Walter Williams

 

 

 

Bill Gates at National Education Summit 1/2

 

Bill Gates at National Education Summit 2/2

 

Bill Gates Sr. Calls for Competition in Public K-12

 

Reality of H-1B

 

 

Microsoft Student with Encarta Premium

 

 

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The History of Microsoft–Videos

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Wealth, Income and Job Creation: Let A 1000 Microsofts Bloom

Microsoft’s Channel 9 Coffeehouse Community Killer–spam

Microsoft Expression Studio–Videos

Read Full Post | Make a Comment ( 2 so far )

The History of Microsoft–Videos

Posted on June 5, 2009. Filed under: Blogroll, Communications, Computers, Economics, Employment, Investments, Links, People, Programming, Regulations, Resources, Science, Security, Technology, Video | Tags: , , , , |

Microsoft’s Channel 9 has a history of Microsoft by year that they add to periodically:

http://channel9.msdn.com/shows/History/The-History-of-Microsoft-1992/

 

Here are the videos to date on YouTube:

The History of Microsoft – 1975-77 HD

 

The History of Microsoft 1975

 

The History of Microsoft 1976

 

The History of Microsoft 1977

 

The History of Microsoft 1978

 

The History of Microsoft 1979

 

The History of Microsoft 1980

 

The History of Microsoft 1981

 

The History of Microsoft 1982

 

The History of Microsoft 1983

 

The History of Microsoft 1984

 

The History of Microsoft 1985

 

The History of Microsoft 1986

 

The History of Microsoft 1987

 

The History of Microsoft 1988

 

The History of Microsoft 1989

 

The History of Microsoft 1990

 

The History of Microsoft 1991

http://channel9.msdn.com/shows/History/The-History-of-Microsoft-1991/

 

The History of Microsoft 1992

 

The History of Microsoft 1993

http://channel9.msdn.com/shows/History/The-History-of-Microsoft-1993/

 

The History of Microsoft 1994

 

http://channel9.msdn.com/shows/History/The-History-of-Microsoft-1994/

 

The History of Microsoft 1995

http://channel9.msdn.com/shows/History/The-History-of-Microsoft-1995/

 

The History of Microsoft 1996

http://channel9.msdn.com/shows/History/The-History-of-Microsoft-1996/

 

The History of Microsoft 1997

http://channel9.msdn.com/shows/History/The-History-of-Microsoft-1997/

 

The History of Microsoft 1998

http://channel9.msdn.com/shows/History/The-History-of-Microsoft-1998/

 

 The History of Microsoft – 1999: The Series Finale!

http://channel9.msdn.com/shows/History/The-History-of-Microsoft-1999-The-Series-Finale/

Background Articles and Videos

 

Channel 9 (discussion_forum)

“…Channel 9 is a Microsoft community site used to promote conversations among Microsoft’s customers targeted at Microsoft Windows users and developers. Channel 9 features video channels, podcasts and screencasts including interviews with Microsoft developers about their products, discussion, and a wiki[1], which has been adopted by various Microsoft teams as a way to aggregate feedback and respond to issues.

According to the first video ever posted on the site[2], the name was inspired by the ability to listen in and get to know the pilots on United Airlines’ on-board entertainment system’s channel nine, branded “From the Flight Deck,” on which passengers can listen to the radio conversations between the flight crew and air traffic control. …”

http://en.wikipedia.org/wiki/Channel_9_(discussion_forum)

 

Interview with Bill Gates on Channel 9

 

Related Posts On Pronk Palisades

A Kinder Gentler Wiser Microsoft Gives Away Valuable Software Developer Tools to Students Around The World!

Bill Gates–Hope, Change and Rapid Affluence Development–Creative Capitalism! 

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Microsoft’s Channel 9 Coffeehouse Community Killer–spam

Microsoft Expression Studio–Videos

 

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The Triumph of Capitalism and The Power of Consumer Sovereignty Over Massive Government Failure–Bankruptcy of General Motors–Now Government Motors!

Posted on June 1, 2009. Filed under: Blogroll, Economics, Education, Employment, Energy, liberty, Links, People, Philosophy, Politics, Quotations, Taxes, Technology, Video | Tags: , , , , , , , , , , |

govmo

atlas 

quotable

http://mises.org/quotes.aspx

“Capitalism means free enterprise, sovereignty of the consumers in economic matters, and sovereignty of the voters in political matters. Socialism means full government control of every sphere of the individuals life and the unrestricted supremacy of the government in its capacity as central board of production management.”

~Ludwig von Mises, Bureaucracy, page 10

“Capitalism is essentially a system of mass production for the satisfaction of the needs of the masses. It pours a horn of plenty upon the common man. It has raised the average standard of living to a height never dreamed of in earlier ages. It has made accessible to millions of people enjoyments which a few generations ago were only within the reach of a small elite.” 

~Ludwig von Mises, The Anti-Capitalistic Mentality, page 49.

 

Glenn Beck’s ‘One Thing’: 06-01-09

 

Glenn Beck Clips 06-01-09 Jonah Goldberg German Fascists Had a ‘People’s Car’ Too Called Volkswagon


 

 

Henry Ford Bailed out? The Horse and Buggy Industry? – Failure is good for the sole – Glenn Beck

 

 McCotter on Fox News Cavuto Defending GM Workers and Retirees After Bankruptcy

 

President Obama’s prepared remarks on General Motors’ bankruptcy, Part 2 

 

GM files for bankruptcy June 1, 2009

Every day in America thousands of new businesses are started and thousands of failed business are sold or enter bankruptcy.

Today General Motors sought protection from creditors by declaring bankruptcy under Chapter 11 of the United States Bankruptcy Code.

This is how capitalism works.

Resources are reallocated from failing businesses that are losing money for whatever reason to new and growing businesses that are more profitable.

What is different is that the United States government unconsitutionally bailed out both General Motors and Chrysler by providing over 100 billion dollars to both companies.

This despite the fact that the overwhelming majority of the American people opposed the bailouts of both the auto companies and banks!

Stop Spending Our Future – The Crisis

This was President Obama’s politically motivated payoff of the United Automotive Workers (UAW) union for campaign contributions in excess of $25 million and thousands of hours of union worker efforts to elect Barack Obama and the radical socialist of the Democratic Party.

It is not the role or function of the Federal Government to bailout or loan money to failing businesses.

The American people will continue to exercise consumer sovereignity by choosing the cars or trucks that meet and exceed their needs and requirements.

Millions of Americans who in the past bought cars and trucks from both General Motors and Chrysler, will now be disinclined to buy cars from Government Motors.

Listening to several talk radio shows, callers said they will never again buy a car from a company that was bailedout with billions of dollars from the American taxpayer particularly a car from Government Motors.

 

General Motors is an ANTI-AMERICAN Company…

 

Instead American consumers will continue to purchase cars and trucks from Ford, Toyota, and Honda to name the top three vehicles producers in the United States.

The failure of the so-called big three US auto makers, General Motors, Ford, and Chrysler to produce cars at prices, designs, quality and reliability that the American consumer want resulted in the decline in their market share and now the bankruptcy of two of them.

The meddling of the radical socialist Democrat Party by government intervention into the economy such as the recently announced proposed new fuel and vehicle emission standards and the huge cap and trade carbon dioxide emissions tax are just two more examples of the arrogance of the political class in ignoring American consumer soveignity and assuming the American people are stupid:

President Obama’s New Fuel Economy & Vehicle Emissions Standards

Congressman Campbell appears with Greta on “On the Record” to talk about CAFE standards

 

Rep. Dingell (D-MI): Cap And Trade Is A Big Tax

GM files for bankruptcy June 1, 2009

 

Who is Obama’s radical socialist handling the United Auto Workers account?

Obama flunky, Brian Deese

GM Plant Closings, Brian Deese and GM Bankruptcy

Join the Discussion: Economy

Brian Deese Reacts to the Citizen’s Briefing Book

Change or Disenfranchisement

The American people should be free to chose the cars and trucks that they want to buy and not what President Obama and the radical socialist want you to drive.

When you mess with the American’s people’s choice of cars and trucks that they want to buy, the political class and elites can expect a massive pushback and backlash both in the market place, the ballot box and on the streets of American cities with millions of indepenedent Tea Party marchers.

Stop the radical socialist Obama designed car, vote with your dollars, ballots and firecrackers on Indpendence Day! 

You are invited to attend a Tea Party on July 4, 2009, Indepedence Day!

 

Join the Second American Revolution

 

we_the_people

The Meaning of Independence Day

Ayn Rand Center for Individual Rights

 

Second American Revolution–Tea Party Celebrations–Washington Fair–July 4, 2009–An Open Invitation To The American People 

American People’s Plan = 6 Month Tax Holiday + FairTax = Real Hope + Real Change!–Millions To March On Washington D.C. Saturday, July 4, 2009!

Millions of Rightwing Extremists To March On Washington D.C. Fair–Celebrating Independence Day Tea Parties and Chanting “Extremism in the defense of liberty is no vice!” 

 

Please Spread The Message of Liberty

liberty_bell1

 “Proclaim liberty throughout the land to all its inhabitants.”

 

 Let Freedom Ring  

 

 

 

Thomas Paine on to Washington

 

switchfoot-dare you to move(live)

 
 

“The public firm can nowhere maintain itself in free competition with the private firm; it is possible today only where it has a monopoly that excludes competition. Even that alone is evidence of its lesser economic productivity.”

~Ludwig von Mises, Nation, State, and Economy, page 186

“In spite of the anticapitalistic policies of all governments and of almost all political parties, the capitalist mode of production is still fulfilling its social function in supplying the consumers with more, better and cheaper goods.”

~Ludwig von Mises, Planned Chaos, page 15 

1959_cadillac

 

 
Background Articles and Videos

Just 21% Favor GM Bailout Plan, 67% Oppose

“…Only 21% of voters nationwide support a plan for the government to bail out General Motors as part of a structured bankruptcy plan to keep the troubled auto giant in business.

The latest Rasmussen Reports national telephone survey finds that 67% are opposed to a plan that would provide GM with $50 billion in funding and give the government a 70% ownership interest in the company.

Even when presented with the stark choice between providing government funding or letting GM go out of business, only 32% of voters support the bailout. Most voters (56%) say it would be better to let GM go out of business.

As on many issues, there is a huge gap between the views of the Political Class and the rest of the nation. By a two-to-one margin, the Political Class says it is better to provide the bailout funding than to let GM fail.

Most political conservatives and moderates say it’s best to let the company fail, but liberals are evenly divided. A majority of voters in all age groups say it’s better to let GM go out of business. So do 59% of men and 53% of women. …”

http://www.rasmussenreports.com/public_content/business/auto_industry/just_21_favor_gm_bailout_plan_67_oppose

68% Say Bailout Money Is Going To Those Who Caused The Economic Crisis

“…With public outrage building over bonuses paid to executives of the bailed-out American International Group (AIG), 68% of Americans now believe most of the taxpayer money given out as bailouts is going to the very people who created the country’s current economic crisis.

Seventy percent (70%) of investors hold that view along with 67% of non-investors.

A new Rasmussen Reports national telephone survey found that, overall, only 18% disagree and 14% are undecided.

Separate survey data recently found that 64% of Americans believe that big business and big government typically work together against the interests of consumers and voters. Only 15% disagree.

Americans have consistently been wary of the large taxpayer-backed bailouts and 65% now say Wall Street has benefited more from the bailouts than the average U.S. taxpayer. Only 18% believe the taxpayer has benefited more.

These numbers are roughly comparable to the findings in a survey in October just after Wall Street’s problems burst into public view and Congress was close to passage of its first bailout plan for the financial industry despite strong public opposition. …”

http://www.rasmussenreports.com/public_content/business/federal_bailout/68_say_bailout_money_is_going_to_those_who_caused_the_economic_crisis

Introducing GovMo

By Michelle Malkin  


(Photoshop credit: Reader Joe N.)

“… It’s official. General Motors has filed for bankruptcy. Government Motors is now in business, with a perpetual taxpayer lifeline:

General Motors filed for Chapter 11 bankruptcy protection Monday as part of the Obama administration’s plan to shrink the automaker to a sustainable size and give a majority ownership stake to the federal government.

GM’s bankruptcy filing is the fourth-largest in U.S. history and the largest for an industrial company. The company said it has $172.81 billion in debt and $82.29 billion in assets.

As it reorganizes, the fallen icon of American industrial will rely on $30 billion of additional financial assistance from the Treasury Department and $9.5 billion from Canada. That’s on top of about $20 billion in taxpayer money GM already has received in the form of low-interest loans.

George W. Bush stuck the key in the bailout ignition.

Barack Obama floored the gas pedal.

The taxpayers got stuck with a lemon for life. …”

http://michellemalkin.com/2009/06/01/introducing-govmo/

 

After 101 years, why GM failed

 Peter Cohan

“…To help other companies avoid GM’s fate, it’s worth exploring the five reasons that GM failed:

1. Bad financial policies. You might be surprised to learn that GM has been bankrupt since 2006 and has avoided a filing for years thanks to the graces of the banks and bondholders. But for years it has used cars as razors to sell consumers a monthly package of razor blades — in the form of highly profitable car loans.

And the two Harvard MBAs who drove GM to bankruptcy — Rick Wagoner and Fritz Henderson — both rose up from GM’s finance division, rather than its vehicle design operation. (Read more about GM’s bad financial policies here.)

2. Uncompetitive vehicles. Compared to its toughest competitors — like Toyota Motor Co. (TM) — GM’s cars were poorly designed and built, took too long to manufacture at costs that were too high, and as a result, fewer people bought them, leaving GM with excess production capacity. (Read more about GM’s uncompetitive vehicles here.)

3. Ignoring competition. GM has been ignoring competition — with a brief interruption (Saturn in the 1980s) — for about 50 years. At its peak, in 1954, GM controlled 54 percent of the North American vehicle market. Last year, that figure had tumbled to 19 percent. Toyota and its peers took over that market share. (Read more about GM ignoring the competition here.)

4. Failure to innovate. Since GM was focused on profiting from finance, it did not really care that much about building better vehicles. GM’s management failed to adapt GM to changes in customer needs, upstart competitors, and new technologies. (Read more about GM’s failure to innovate here.)

5. Managing in the bubble. GM managers got promoted by toeing the CEO’s line and ignoring external changes. What looked stupid from the perspective of customer and competitors was smart for those bucking for promotions. (Read more about GM’s managing in the bubble here.) …”

http://www.dailyfinance.com/2009/05/31/after-101-years-why-gm-failed/

 

Reasons Why GM Failed

By FRANK CARNEVALE

“…Some of the reasons for the failure.

* Hard-headed thinking at the top

Writing in Detroit’s Metro Times Jack Lessenberry believes that the management of the company could not make the hard decision. “What’s wrong, in a nutshell, is that it is a narrow, insular culture. Those who make it to the top of the heap, like Rick Wagoner, tend to be white Anglo-Saxon Protestant males who have worked at the same company their entire career, and have come up with the same set of buddies … It is very hard to fire your old pals.”

* Dropping the electric car program

One of management’s bad decisions was not sticking with it’s EV1 electric car program. The program began in the lates 1990s and the company had a lead on other car companies. They scrapped the idea and Toyota took the green mantle .

* Uncompetitive vehicles

Again Toyota was able to make cars that consumers wanted. Daily Finance writes that people were “willing to pay more for Toyota vehicles than for GM’s since Toyotas were better designed and built so they had higher quality, cost less to own, and lasted longer.” …”

http://www.myfoxchicago.com/dpp/money/dpgo_Reasons_Why_GM_Failed_fc_20090601_2529418

Bankruptcy for GM   

[Jim Manzi]

“…What would it mean to have GM go bankrupt? A change in ownership and a renegotiation of contracts.

The factories, computers, office space, intellectual property and so forth that are now owned by GM would not disappear; they would basically become the property of GM’s creditors. These creditors would sell the assets to the highest bidder. Assuming there is economic value to be created by continuing to operate the company as a business, private equity or strategic investors would buy the assets, shut down some plants, fire some union and exempt workers, and probably use the leverage of bankruptcy court to get a better deal from the unions. The current employees and creditors would be better off if you and I were forced by the federal government to prevent this by paying money to the corporate entity named General Motors, to then be paid to these employees and creditors. Of course, you and I would be worse off in this situation. On balance, if you believe that markets are more efficient allocators of capital than Congress is, the population of the United States would, on the whole, be worse off.

Is this fair to the people who work at GM and will now have a deal changed after the fact? Well, when people sold parts to GM on credit, or employees (individually or via union negotiations) entered into labor contracts with GM, they undertook counterparty risk. That is, they were taking, in part, a bet about whether GM would actually be able to pay them what they are owed. This is also true for pension payments, which are simply deferred compensation, as much as it is for deferred payments on credit terms for parts. To act now as if they should be protected from this risk is to treat them as children. …”

http://corner.nationalreview.com/post/?q=YzEzMThjN2UyMWE3NTMxOTA2ZTg3MDdlZWY5MjJmMTU=%3E

Consumer Sovereignty

“…Consumer sovereignty is a term which is used in economics to refer to the rule or sovereignty of purchasers in markets as to production of goods. It is the power of consumers to decide what gets produced. People use the this term to describe the consumer as the “king,” or ruler, of the market, the one who determines what products will be produced. [1] Also, this term denotes the way in which a consumer ideologically choices to buy a good or service. Furthermore,the term can be used as either a norm (as to what consumers should be permitted) or a description (as to what consumers are permitted).

In unrestricted markets, those with income or wealth are able to use their purchasing power to motivate producers as what to produce (and how much). Customers do not necessarily have to buy and, if dissatisfied, can take their business elsewhere, while the profit-seeking sellers find that they can make the greatest profit by trying to provide the best possible products for the price (or the lowest possible price for a given product). In the language of cliché, “The one with the gold makes the rules.”

To most neoclassical economists, complete consumer sovereignty is an ideal rather than a reality because of the existence — or even the ubiquity — of market failure. Some economists of the Chicago school and the Austrian school see consumer sovereignty as a reality in a free market economy without interference from government or other non-market institutions, or anti-market institutions such as monopolies or cartels. That is, alleged market failures are seen as being a result of non-market forces. However, it has also been argued (e.g., by Goutam U. Jois) that even a “pure” market system violates the consumer sovereignty norm. …”

http://en.wikipedia.org/wiki/Consumer_sovereignty 

Chapter 11, Title 11, United States Code

Chapter 11 is a chapter of the United States Bankruptcy Code, which permits reorganization under the bankruptcy laws of the United States. Chapter 11 bankruptcy is available to every business, whether organized as a corporation or sole proprietorship, and to individuals, although it is most prominently used by corporate entities. In contrast, Chapter 7 governs the process of a liquidation bankruptcy, while Chapter 13 provides a reorganization process for the majority of private individuals. …”

“…When a business is unable to service its debt or pay its creditors, the business or its creditors can file with a federal bankruptcy court for protection under either Chapter 7 or Chapter 11.

In Chapter 7 the business ceases operations, a trustee sells all of its assets, and then distributes the proceeds to its creditors. Any residual amount is returned to the owners of the company. In Chapter 11, in most instances the debtor remains in control of its business operations as a debtor in possession, and is subject to the oversight and jurisdiction of the court.[1]

Features of Chapter 11 bankruptcy

Chapter 11 bankruptcy retains many of the features present in all, or most bankruptcy proceedings in the United States. It also provides additional tools for debtors as well. Most importantly, 11 U.S.C. § 1108 empowers the trustee to operate the debtor’s business. In Chapter 11, unless appointed for cause, the debtor acts as trustee of the business.[2]

Bankruptcy affords the debtor in possession a number of mechanisms to restructure its business. A debtor in possession can acquire financing and loans on favorable terms by giving new lenders first priority on the business’ earnings. The court may also permit the debtor in possession to reject and cancel contracts. Debtors are also protected from other litigation against the business through the imposition of an automatic stay. While the automatic stay is in place, most litigation against the debtor is stayed, or put on hold, until it can be resolved in bankruptcy court, or resumed in its original venue.

If the business’s debts exceed its assets, the bankruptcy restructuring results in the company’s owners being left with nothing; instead, the owners’ rights and interests are ended and the company’s creditors are left with ownership of the newly reorganized company.

All creditors are entitled to be heard by the court.[citation needed] The court is ultimately responsible for determining whether the proposed plan of reorganization complies with the bankruptcy law. …”

http://en.wikipedia.org/wiki/Chapter_11_bankruptcy

 

Interview with Yaron Brook–Capitalism and Role of Government

http://www.youtube.com/watch?v=GIoP7V6U-aQ

 

The Morality of Capitalism 1 – Ayn Rand Institute

 

The Morality of Capitalism 2 – Ayn Rand Institute

 

The Power of Choice – Milton Friedman

 

Milton Friedman – Greed

 

Milton Friedman – Morality & Capitalism

 

Milton Friedman – Path to Socialism 1

 

Milton Friedman – Path to Socialism 2

 

world_GDP

 

 

Inside Look – Can the U.S. Handle a GM Bankruptcy? – Bloomberg

 

Yaron Brook’s Call to Action – March 2009 (Part 1 of 2)

 

Yaron Brook’s Call to Action – March 2009 (Part 2 of 2)

 

Yaron Brook’s Call to Action – May 2009 (Part 1 of 2)

 

Yaron Brook’s Call to Action – May 2009 (Part 2 of 2)

 

In-Depth Look – GM Possible Bankruptcy – Bloomberg

 

The Future Of Chrysler And GM – Bloomberg

 

 

Obama slams investors in Chrysler deal as unamerican

 

Obama, Chrysler and The Chicago Way [The Scumbag Way]

 

Cavuto with Attny Tom Lauria on Chrysler: Are you scared?

 

ATTY Who Says WH Threatened Chrysler Creditors Wont Say He’s NOT Lying!

 

Ford During the Slide into the Great Depression

 

Hitlers Car – The Volkswagen – Germany

http://www.youtube.com/watch?v=ATbFE_3Lqb0 

 

VW commercial

General Motors Reinvention Commercial

 

 

Davos Annual Meeting 2008 – Bill Gates

 

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Wealth, Income and Job Creation: Let A 1000 Microsofts Bloom

Posted on February 7, 2009. Filed under: Blogroll, Communications, Computers, Economics, Employment, Investments, Law, Links, Music, People, Politics, Programming, Quotations, Rants, Raves, Science, Strategy, Taxes, Technology, Video | Tags: , , , , , , , , , , , , , |

 albuquerquegroup_microsoft

 http://www.microsoft.com/presspass/features/2008/jun08/06-25iconic.mspx

Microsoft started as a two person business in 1975 and kept on growing.

The History of Microsoft – 1975

“…Thirty-four years ago, a nineteen year old kid and his twenty-two year old business partner sold their first program to a little computer company in Albuquerque, New Mexico. The program was called BASIC, and it was the start of this company we call Microsoft

Today, we’re beginning a brand new series called The History of Microsoft. Travel with us back in time as we discover the roots of one of the world’s most important technology companies. Using rare video and photos we bring you the heart of Microsoft’s struggles and successes.  Year by Year. Every Thursday we will air a brand new episode beginning with 1975 where “The History of Microsoft” all began.  …”

http://channel9.msdn.com/shows/History/The-History-of-Microsoft-1975/

Before their first layoffs ever of 5,000 employees in 2009 the head count at Microsoft was fast approaching 100,000 by the end of 2008.

Microsoft to cut up to 5,000 jobs

“…5,000 jobs over the next 18 months, a sign of how badly even the biggest and richest companies are being stung by the recession.

The layoffs, 1,400 of which will come immediately, appear to be a first for Microsoft, which was founded in 1975. Previously, the company has only made relatively limited staff cuts after events such as acquiring companies. …”

MS layoff

 

Now imagine 1000 brand new businesses starting this year and 33 years from now having 100,000 employees world wide like Microsoft.

What would this mean in terms of wealth, income and job creation?

This would mean approximately 100 million new jobs alone.

Income, jobs and wealth are created in the private sector, mainly by small to medium size firms.

As these businesses grow and prosper  wealth is created for their owners and shareholders and income for million of Americans.

Just look at the results for Microsoft:

Revenue and Headcount

(Last Updated: June 30, 2008)

Microsoft’s worldwide headcount and revenue growth for the past 10 fiscal years are summarized below:

Headcount & Revenue Growth

Fiscal Year Ending *

  

 

 

 

Head Count *

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Net Revenue (US$) *

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Growth *

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Net Income (US$) *

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Growth *

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

June 30, 2008

91,259

$60.42B

18%

$17.68B

26%

June 30, 2007

78,565

$51.12B

15%

$14.07B

12%

June 30, 2006

71,172

$44.28B

11%

$12.60B

3%

June 30, 2005

61,000

$39.79B

8%

$12.25B

50%

June 30, 2004

57,086

$36.84B

14%

$8.17B

8%

June 30, 2003

54,468

$32.19B

13%

$7.53B

29%

June 30, 2002

50,621

$28.37B

12%

$5.35B

-28%

June 30, 2001

48,030

$25.30B

10%

$7.35B

-22%

June 30, 2000

39,170

$22.96B

16%

$9.42B

21%

June 30, 1999

31,575

$19.75B

29%

$7.79B

73%

http://www.microsoft.com/presspass/inside_ms.mspx#EENAC

What the US economy needs now is a stimulus package that encourages a 1000 new Microsoft businesses to flourish and grow.

More government spending and deficits are not the answer to a recession.

Lower tax rates that stay low are what creates new jobs and leads to economic growth.

 Uncertainty about level of government taxation and increasing government regulation and spending are not big job and wealth creators.

Such uncertaintly only prolongs the recession and makes it much worse.

Response to Obama, 4: What’s wrong with Obama’s Leftist View


 

Response to Obama, 5: Tax Rates and Job Creation

 

 Response to Obama, 6: The Difficulty of Change

 

Response to Obama, 7: Liberals and the fall of Detroit

The results of 1000 new Microsofts growing can be seen in the investments Microsoft is making for the future.

Microsoft CES 2009 Keynote – Part 2

Microsoft CES 2009 Keynote – Part 3

theoriginals_microsoft

http://www.microsoft.com/presspass/features/2008/jun08/06-25iconic.mspx

 

Background Articles and Videos

 

Microsoft Timeline 1975 – 1998 | Sho Nuff – Fatboy Slim

HIstory Of Microsoft Windows, 1983-2008

Microsoft Planning Big Layoffs

 

The “compromise” is a crock of you-know-what; Sellouts on the Senate floor; Show us the bill

By Michelle Malkin

“…Details of GOP Sen. Susan Collins’ “compromise” “stimulus” proposal are coming out. This is a Mt. Kilimanjaro-sized crock of you know what. Total cost of this “pared down” bill is $1.175 trillion.

Let me repeat that: $1.175 trillion.

This figure does not include the nearly $50 billion added in Senate amendments during the last two days.

So in the name of fiscal responsibility, Collins and the B.O. Republican contingent are selling out America with a plan that costs $7 billion more than the House Crap Sandwich Supreme.

Are we ready to say the F-word* yet?

(*Filibuster) …”

http://michellemalkin.com/2009/02/06/the-compromise-is-a-crock-of-you-know-what/ 

 Glenn Beck on Obama: There’s Something Really Wrong About This Guy

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A Kinder Gentler Wiser Microsoft Gives Away Valuable Software Developer Tools to Students Around The World!

Posted on February 25, 2008. Filed under: Blogroll, Economics, Links, Politics, Rants, Raves, Resources, Reviews, Science, Video | Tags: , , , , , , |

  “Cast your bread upon the water for after many days you will find it”

Ecclesiastes 11:1

 

https://www.dreamspark.com/default.aspx

https://www.dreamspark.com/FAQ/StudentOverview.aspx

One way to beat your competition is to give both high school and college students around the world copies of your software development tools free.

When you do this on a global scale you are talking upwards of a billion people using your tools to develop applications for the Microsoft Windows operating system and platform.

Microsoft is doing exactly that with it DreamSpark:

What is DreamSpark?

“Now, for the first time, Microsoft is giving its valuable software developer and design tools directly to students worldwide at no charge! This site enables students like you to download professional-level Microsoft developer and design tools to unlock your creative potential and set you on the path to academic and career success, by supporting and advancing your learning and skills through technical design, technology, math, science and engineering activities. …” 

https://downloads.channel8.msdn.com/Overview.aspx 

UPDATE: The new link is here: https://www.dreamspark.com/default.aspx

Also, Student Overview FAQ:  https://www.dreamspark.com/FAQ/StudentOverview.aspx 

The DreamSpark software initiative is truly a positive feedback loop for all concerned.

This creates wealth on a massive scale and is truly transformative and revolutionary.

Few companies are either as generous or as visionary and can take the very long view.

Bill Gates talks about Free Software, Students, and Technology 

http://channel8.msdn.com/Posts/2047/

Same video on Youtube:

Channel8 interviews Bill Gates about DreamSpark  

http://www.youtube.com/watch?v=mJnI7poZIt0

 Where can you download the free software: 

Welcome to Microsoft DreamSpark

Professional Developer and Designer tools for students at no charge

“…DreamSpark is simple, it’s all about giving students Microsoft professional-level developer and design tools at no charge so you can chase your dreams and create the next big breakthrough in technology – or just get a head start on your career. …” 

https://downloads.channel8.msdn.com/

Veni, Vidi, Velcro…

(I came, I saw, I got stuck!)  

DreamSpark™…

http://blogs.msdn.com/mithund/archive/2008/02/19/dreamspark.aspx

The Microsoft products available for download now for students in Belgium, China, Finland, France, Germany, Spain, Sweden, Switzerland, the U.K. and the U.S. include:

Visual Studio 2008 Professional Edition
Expression Studio
XNA Game Studio 2.0
XNA Creators Club Online
SQL Server 2005
Visual Studio 2005
Windows Server 2003
As well as all the previous free Express Editions of Visual Studio:
Visual C# 2005,
Visual Basic 2005,
Visual C++ 2005, 
Visual J# 2005
Visual Web 2005 

https://downloads.channel8.msdn.com/Products.aspx  

Frequently Asked Questions for Students

You got questions. We got answers.

That works out nicely, huh?

 https://downloads.channel8.msdn.com/FAQ/Students.aspx

 

Background Articles and Videos

Microsoft DreamSpark Helps Ignite the Imaginations, Careers of Today’s Students 

“…Microsoft DreamSpark is a community-based program to provide students with free access to Microsoft’s industry-leading software development, gaming and design tools. Working with schools, governments, partners and student organizations worldwide, we will be making this available starting today in Belgium, China, Finland, France, Germany, Spain, Sweden, Switzerland, the United Kingdom and the United States. Other countries will come online over the next year, as well as expanding the program to include high school students. The program is open to all students at education institutions worldwide, though those studying science, technology, engineering and math disciplines (STEM-D) are expected to be the first to jump on it. All eligible students need is access to a computer with an internet connection to download the products, as well as free access keys at  http://channel8.msdn.com.  …”

http://www.microsoft.com/presspass/features/2008/feb08/02-18DreamSpark.mspx

Bill Gates: College Tour 2008 – Stanford University

Remarks by Bill Gates, Chairman, Microsoft Corporation

College Tour 2008 – Stanford University Palo Alto, Calif.

Feb. 19, 2008  

http://www.microsoft.com/Presspass/exec/billg/speeches/2008/02-19Stanford.mspx

Microsoft’s DreamSpark – What a Giveaway

“…Microsoft Corp. Chairman Bill Gates today will unveil a software giveaway that will ultimately provide millions of college and high school students around the world with access to the latest Microsoft developer and designer tools at no charge to unlock their creative potential and set them on the path to academic and career success.

The Microsoft DreamSpark student program (http://channel8.msdn.com) makes available, at no charge, a broad range of development and design software for download. The program is now available to more than 35 million college students in Belgium, China, Finland, France, Germany, Spain, Sweden, Switzerland, the U.K. and the U.S. Broad global coverage, as well as an expansion of the program to high school students around the world, potentially reaching up to 1 billion students worldwide, will continue throughout the next year. Gates will share details with students and faculty at Stanford University as part of a U.S. and Canada college tour that kicks off today. 

http://www.linuxjournal.com/content/microsofts-dreamspark-%E2%80%93-what-giveaway 

Microsoft Gives Away Software Worth Thousands To Students  

“Microsoft (NSDQ: MSFT) is giving away, free of charge, development software that would normally cost about $3,300, the company announced Tuesday. The effort, called DreamSpark, is aimed at giving jump starts to current high school and college students for their IT careers.

“We want to do everything we can to equip a new generation of technology leaders with the knowledge and tools they need to harness the magic of software to improve lives, solve problems, and catalyze economic growth,” Microsoft chairman Bill Gates said in a statement. …” 

http://www.informationweek.com/windows/showArticle.jhtml;jsessionid=TJYF1R4VOD1MQQSNDLQSKH0CJUNN2JVN?articleID=206800334

Open source, Adobe on campus prods Microsoft’s giveaway

Eric Lai 02.19.2008

“…Via a new DreamSpark Web site, students will be able to download the Professional editions of Visual Studio 2008 and its Visual Studio 2005 predecessor, as well as Windows Server 2003, SQL Server 2005 and Expression Studio, a Web design suite that competes with tools from Adobe Systems Inc.

Microsoft also is offering its XNA Game Studio 2.0 software through the DreamSpark program, and the soon-to-be-released 2008 upgrades to Windows Server and SQL Server will be made available as well. “As soon as you can get them on MSDN, you’ll be able to get them here,” said Joe Wilson, Microsoft’s senior director of academic initiatives for developer and platform evangelism.

Wilson added that more countries and more students — including high schoolers — will become eligible to participate in the program over the next year. That will swell the total number of students who can take part to about 1 billion, he said. …” 

http://www.thestandard.com/news/2008/02/19/open-source-adobe-campus-prods-microsofts-giveaway

Microsoft’s stingy DreamSpark program 

“…Alas, dear Mr. Gates, too little, too late. You see, developers already have exceptional development tools available under open-source licenses. They also have market-leading ECM, CRM, application server, operating system, etc. software that they can fiddle with and extend so that they can graduate from the kiddie laboratory you want to foist on them.

DreamSpark would have been cool…20 years ago. Today it’s an admission, as Glyn Moody writes, in “the plainest possible terms that its business model has failed.” Sorry. Maybe you’ll catch up next century. …” 

http://blogs.cnet.com/8301-13505_1-9874171-16.html

Microsoft Gives Software to Nurture Future Coders

The DreamSpark program will provide programming tools to high school and college students worldwide.

“…DreamSpark is part of a company-wide effort to work with local governments, communities and academic institutions worldwide to give potential technology workers a head start in the competitive job market to foster technology innovation and improve citizens’ quality of life, especially in developing countries.

Microsoft also is trying to compete worldwide with open-source technologies such as Linux that are freely available to anyone and thus popular with student computer enthusiasts who may not be able to afford to purchase Microsoft products. …” 

http://www.washingtonpost.com/wp-dyn/content/article/2008/02/20/AR2008022000078.html

Positive Feedback 

 “…One common example of positive feedback is the network effect, where more people are encouraged to join a network the larger that network becomes. The result is that the network grows more and more quickly over time.

http://en.wikipedia.org/wiki/Positive_feedback

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