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USA: Corey Robin: Striking Teachers Are “Real Resistance” to “Incoherent” Republicans and “Gutted” Dems (Audio)

USA / April 22, 2018 / Democracy Now

 

 

In the continuing teachers’ rebellion sweeping the U.S., dozens of Oklahoma teachers have completed a 7-day, 110-mile march from Tulsa to the state capital Oklahoma City. Public schools across Tulsa and Oklahoma City remain closed as thousands of teachers continue their strike for education funding into a ninth day. The strike comes as the Supreme Court is considering Janus v. AFSCME, a case that could deal a massive blow to public unions nationwide—and as President Trump is successfully appointing right-wing judges to federal courts, reshaping the judiciary for decades to come. We continue our conversation with Corey Robin, a professor of political science at Brooklyn College and the Graduate Center of the City University of New York. Robin calls the conservative movement “weak and incoherent” and the Democratic Party “a gutted machine,” and says labor organizing like the teachers’ revolt are the “real resistance” in the U.S. today.

Transcript
This is a rush transcript. Copy may not be in its final form.

AMY GOODMAN: This is Democracy Now!, democracynow.org, The War and Peace Report. I’m Amy Goodman, with Nermeen Shaikh, as we continue with our guest, from Paul Ryan to what’s happening around the country in the conservative movement and those that are challenging it. Nermeen?

NERMEEN SHAIKH: Well, in Oklahoma, dozens of teachers have completed a 7-day, 110-mile march from Tulsa to the state capital Oklahoma City, where they will now meet with lawmakers to demand they pass legislation to fund education in Oklahoma. Public schools across Tulsa and Oklahoma City remain closed as thousands of teachers continue their strike into its ninth day.

AMY GOODMAN: Our guest Corey Robin recently wrote on Facebook, “In West Virginia, Oklahoma, Kentucky, and Arizona, we’re seeing the real resistance, the most profound and deepest attack on the basic assumptions of the contemporary governing order. These are the real midterms to be watching, the places where all the rules and expectations we’ve come to live under, not just since Trump’s election but since forever, are being completely scrambled and overturned.”

Professor Corey Robin, can you talk more about these teacher rebellions? I mean, you had the stoppage in Kentucky. You had West Virginia, and they won. You have now—you have now Oklahoma and then Arizona. We’re talking about Trump land here.

COREY ROBIN: I think it’s really important for a couple of reasons. Beyond the specific issues of teacher pay and classrooms and quality of public education, which is in such a parlous state, what these teachers are really doing is raising the question about the low-taxes, low-public-services politics that we have been living with in this country for a very long time.

I just want to bring this back for an historical analogy. If we went back to 1978—and this is why the midterm question is important—if you had looked at the midterm elections in 1978, you would have seen that the Democrats were still firmly in control of the House of Representatives, in the House, and the Senate, and in control of many state legislatures across the country. You would had very little inkling, just looking at the midterms, of the very profound right-wing counterrevolution that was coming in two years, in the election 1980. If, however, you had looked at what happened in California with Proposition 13, which was a public ballot initiative that basically made it very difficult to raise taxes anymore, there you would have have seen the future of American politics for the next half-century.

Likewise today, I think if you’re looking at what’s happening in Oklahoma, really, as you said, in the heart of Trump country, these teachers are saying—are saying something that is such a challenge to the Republican Party about taxes and spending, but also to the Democratic Party. I think it’s very important. Democrats have been terrified of being tagged as the tax-and-spend party, really since Walter Mondale. And what are these—and the only times Democrats are willing to raise taxes is to deal with the deficit or the debt. What are these teachers saying? They’re saying raise the capital gains tax, not to cut the debt or the deficit, not to be good government people, but instead to deliver vital public services that the public needs and wants. And I think that’s the real challenge that they’re posing.

AMY GOODMAN: I mean, this is such an astounding story that’s happening in Oklahoma. You have schools that are only operating four days a week, because they don’t have enough money for the fifth day, and the teachers don’t have enough money to teach for the fifth day, because they need second and third jobs. We had a teacher who taught—what—for 20 years, and so had her husband, and her husband, on his day off, he sells his own blood products.

COREY ROBIN: I mean, it’s horrible. But in a way, it’s just a very extreme version, I think, of what happens in a lot of states. I mean, I teach at the City University of New York. It used to be one of the crown jewels of the city and of the state. It has also been—systematically been underfunded and defunded, by both Republicans and Democrats alike. This is a national problem. What’s so amazing is that it’s being confronted in the place where you would think there would be the most support for it. And not only are they doing this—

AMY GOODMAN: You’re talking about Governor Cuomo, Democratic Governor Cuomo, here in New York.

COREY ROBIN: Yes, Democratic governor. And going way back to his father, as well, defunded CUNY, but—Mario Cuomo. But in Oklahoma, you know, these teachers are doing this, and they’ve got—it’s amazing to me, is that they’ve got overwhelming public support with what they’re doing.

NERMEEN SHAIKH: Well, has there been any precedent, is there any precedent, for this number of teachers’ strikes, or even public sector workers, in general, in the U.S.?

COREY ROBIN: I think, oh, there definitely have—I mean, public sector workers have really been in the forefront for the last 50 years—

NERMEEN SHAIKH: Right.

COREY ROBIN: —of leading strikes. In the 1970s, particularly women and people of color were in the vanguard of a lot of these efforts, in organizing public sector workers. And, in fact, one of the reasons you could say that the Republican right has been so—pushing so hard on this Janus decision, which would basically make it very hard for public sector unions, the Supreme Court decision, is precisely because they feel like that’s the last bastion of unionized workers, and they are workers that tend to be, compared to the rest of the workforce, overwhelmingly women and people of color.

AMY GOODMAN: And this is why judges are so important right now, and as you have Mitch McConnell saying, “The fight should be in the Senate. We’re going to lose the House,” he said—

COREY ROBIN: Yes.

AMY GOODMAN: —apparently this weekend, according to The Washington Post, that the fight is around the judiciary. And they are packing these courts.

COREY ROBIN: Yeah.

AMY GOODMAN: I mean, they do take this extremely seriously, for anyone who thinks that President Trump isn’t getting anything accomplished.

COREY ROBIN: I mean, this has been very clear from the early part of the Trump administration. They were—they bungled so many other things. But the one thing that, from the get-go, they knew how to do was to get the courts, the judges appointed. In fact, he’s been appointing judges at a faster rate than Barack Obama did, I think faster than George W. Bush did. But that tells you something, though, I think, not about the strength of the conservative movement and the Republican Party, but about its weakness. McConnell is very clear about this: “If we can just hold on to the Senate, we can have a lock on the courts, not just the Supreme Court, but the courts, for 30 to 40 years.” And remember, the judges they appoint, these are people who are, you know, in their fifties, in their forties, who will be with us for a very, very long time.

AMY GOODMAN: I mean, you have this judicial nominee, Vitter, Wendy Vitter—

COREY ROBIN: Yes.

AMY GOODMAN: —who worked for the archdiocese in Louisiana, who, when confronted by Senator Blumenthal yesterday about whether she supports this landmark Supreme Court decision, Brown v. Board of Education, challenging desegregation, she demurred. She said she wouldn’t say.

COREY ROBIN: Yes. Well, this is their—this is the big strategy all the conservative justices and nominees have been pioneering, really going back to Judge Bork in the 1980s, which is: Say nothing, make no statements whatsoever about your points of view. And you can present yourself as if you’re—you know, remember, Clarence Thomas said he had no opinion whatsoever on Roe v. Wade. He had never—he claimed he had never even had a conversation about Roe v. Wade, even though he was in law school when Roe v. Wade was decided. So this is a long-standing strategy, to say nothing about what your opinions are, and to get you in that way.

AMY GOODMAN: And you have Stephen Reinhardt now, who has just died, 9th Circuit Court of Appeals, a huge deal, was the last of President Jimmy Carter’s federal judicial appointees. Trump can now remake the 9th Circuit.

COREY ROBIN: Yeah. I mean, and this is—and this is really the goal. I mean, it’s been really astonishing, again, given the dysfunction and the disorganization that we’ve seen throughout this administration, their inability to pursue things on so many fronts, but when it comes to this, this is something that they’ve been very focused on, you know, almost maniacally so.

NERMEEN SHAIKH: Well, can you talk about, Corey, the rise of someone like Bernie Sanders and all the movements—the Occupy Wall Street movement, Black Lives Matter—in the context of what you were saying earlier, that these strikes are geared towards not just Republicans, or opposed not just Republican policies, but also Democrat policies?

COREY ROBIN: Yeah. So, you know, the—as I’ve said, the conservative party—the conservative movement in the Republican Party is quite weak, I think, and in part the reason why it’s so weak is because conservatism, you know, as a historical project, really was overwhelmingly successful. The fundamental target of conservatism, number one, was the labor movement, and, compared to what—the heyday of American labor, completely succeeded in destroying it. And the second target was the black freedom struggle, and they were very successful in destroying that struggle, as well. So, conservatism, I think we have to realize, has been very successful.

And what you’re seeing now, I think, on the left, in both Occupy, Bernie Sanders, the teacher strikes, Black Lives Matter, is a growing confrontation, within the left, a growing reckoning of how successful, in fact, conservatism has been, and how feckless and ineffective the Democratic Party and traditional liberalism has been in opposing this. And I think, frankly, the real story in American politics right now is not so much what’s happening with the Republican Party and the conservative movement, which, as I’ve said, is, by any historical measure, quite weak and incoherent, precisely because it was so victorious over the last several decades. I think the real story, the real question is: Is there going to be a force on the left, not just movements in the street, but an organized force that’s able to tip this house of cards over?

AMY GOODMAN: So, talk about that further, what exactly you mean, where you feel the Democratic Party is failing right now.

COREY ROBIN: Well, I mean, first of all, you can just look at the numbers. I mean, Bernie Sanders pointed this out in Mississippi the other day and got actually attacked for it. But the fact of the matter is, over the last 10 years the Democrats have lost nearly a thousand legislative seats. That’s, I think, the highest proportion of seats lost under a Democratic—a two-term Democratic president since at least maybe Dwight David Eisenhower. I mean, it’s—you oftentimes lose seats, but the proportions were just tremendous. And the Democratic Party as a whole is really a kind of gutted machine. I mean, the mere fact, I might say, that Bernie Sanders was able to get as far as he did in those primaries tells you how weak and sort of structureless and rudderless the Democratic Party is.

But I think the real question is, on the left: Do you have an ideology, a theory, a kind of set of accounts, similar, frankly, to what Ronald Reagan did in 1980 or FDR did in 1932? These are these two great realignment presidents—”great” not in the sense that I support Reagan, but, you know, powerful. And what they did was articulate a really profound, completely countervailing set of ideas and institutions, and were able to shatter the existing dispensation. I think that’s the question that’s on the table and that Bernie is sort of slowly pushing towards.

AMY GOODMAN: Well, Corey Robin, we thank you for this very interesting discussion, one we will continue, professor of political science at Brooklyn College and Graduate Center of the City University of New York, author of The Reactionary Mind: Conservatism from Edmund Burke to Donald Trump.

A very happy birthday to—a landmark birthday to Anna Özbek!

https://www.democracynow.org/2018/4/12/corey_robin_striking_teachers_are_real

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RD y seis países latinoamericanos analizarán en Ecuador los retos de la educación

República Dominicana/21 de Abril de 2018/El Día

Rectores y directivos del áreas de educación de Argentina, Perú, República Dominicana, México, Colombia, Chile y Ecuador se reunirán la próxima semana en Quito para analizar los nuevos retos de la educación y contribuir a su transformación digital, informaron hoy a Efe los organizadores.

La cita anual de la RedTikal 2018, que tendrá lugar entre el 23 y 24 de abril y que se desarrollará en Escuela de Negocios de la Universidad Técnica Particular de Loja (UTPL), reúne a los expertos en el encuentro denominado ““Universidad y sociedad ante los nuevos retos- papel de la RedTikal” RedTikal es una iniciativa de la Escuela de Organización Industrial (EOI), la primera Escuela de Negocios de Europa, que junto a otras instituciones asociadas, universidades y escuelas de negocios del mundo, se reúnen para compartir buenas prácticas, explican los organizadores del encuentro en un comunicado.

La cita pretende afianzar relaciones con las universidades y escuelas de negocios que son miembros de la RedTikal y generar propuestas académicas y de investigación para mejorar las prácticas en América Latina referentes a áreas como- tecnología, innovación y conocimiento.

“Con el objetivo principal de potenciar la transformación de las industrias educativas en la nueva era digital, los asistentes serán parte de ponencias, paneles sobre emprendimiento y programas de máster en universidades de investigación, teniendo también la posibilidad de conocer distintas oportunidades de movilidad estudiantil”, añaden en el escrito.

Leonardo Izquierdo, coordinador del área administrativa de la UTPL, compartirá la experiencia de impartir programas de cuarto nivel en Latinoamérica, a fin de intercambiar opiniones con los representantes de las demás instituciones de educación superior que se den cita al evento.

Fuente: http://eldia.com.do/rd-y-seis-paises-latinoamericanos-analizaran-retos-de-la-educacion/

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Entender las palabras depende del ritmo cerebral

 Estados Unidos/21 de Abril de 2018/Tendencias 21

Ese ritmo puede manipularse mediante estimulación craneal y facilitar la comunicación

Una nueva investigación ha descubierto que la comprensión de la palabra depende del ritmo de los impulsos neuronales que transmiten los mensajes auditivos, y que estos impulsos pueden manipularse mediante la estimulación eléctrica de ciertas partes del cerebro. La nueva técnica mejorará los audífonos y ayudará a los disléxicos.

Un equipo internacional de científicos ha descubierto que el ritmo de los impulsos neuronales que transmiten los mensajes auditivos es esencial para la comprensión de la palabra. Ese ritmo es el que provoca la sincronización neuronal necesaria para la comprensión del discurso. Los resultados se publican en Current Biology.

La palabra se caracteriza por una serie de sonidos y silencios que tienen un ritmo específico. Este ritmo se convierte en impulsos eléctricos transmitidos al cerebro a través del nervio auditivo.

A este fenómeno se le conoce como rítmica de la actividad cerebral, que si bien es conocida su relación con la motricidad, su función en la comprensión de la palabra era hasta ahora desconocida. La nueva investigación arroja luz sobre esta laguna.

Esta función de la rítmica cerebral con la comprensión de la palabra se ha descubierto mediante un experimento que pretendía hacer comprensible un discurso ininteligible mediante estimulación eléctrica transcraneal. Se trata de un procedimiento que, a través de unas corrientes eléctricas muy bajas, consigue estimular ciertas partes específicas del cerebro.

Los investigadores seleccionaron a 22 personas con perfecta audición y les aplicaron electrodos sobre las regiones del cerebro responsables de la audición. De esta forma adquirieron la capacidad de estimular a voluntad las neuronas de estas regiones cerebrales.

Durante el experimento, los voluntarios tenían que reconocer una serie de palabras al mismo tiempo que recibían la estimulación craneal. En una primera fase, los sujetos escucharon una frase aparentemente distorsionada y difícil de entender. Sin embargo, cuando la estimulación eléctrica transcraneal contenía la información rítmica de la frase distorsionada, su comprensión mejoraba considerablemente.

En una segunda fase, los voluntarios escucharon simultáneamente una voz de mujer y otra de hombre y debían concentrarse en la voz masculina. Cuando la estimulación eléctrica cerebral coincidía con la frecuencia de la voz masculina, el oyente comprendía mejor lo que quería decir, a pesar de la interferencia de la voz femenina.

Cuestión de ritmo

Para los investigadores, estos resultados demuestran que la comprensión de una palabra depende en gran parte del ritmo de la actividad cerebral y que si las neuronas de la audición van a un ritmo diferente, la capacidad de entender a otra persona disminuye.

«Las neuronas en el cerebro responden a los estímulos eléctricos del exterior», explica el investigador principal y neurocientífico, Lars Riecke, en TWnl. «Si ofreces una onda sinusoidal eléctrica a través del cráneo, ves la sensibilidad de las neuronas debajo del cráneo con la misma frecuencia que el cambio de onda. En resumen, la onda eléctrica modula el procesamiento normal de la señal neuronal. Usamos este efecto para ofrecer, en lugar de una onda sinusoidal, una onda eléctrica compleja que corresponde a la señal que el oído envía al cerebro”.

«Esperamos poder mejorar los audífonos con esta técnica. Esto puede ayudar a las personas a distinguir mejor el sonido de la palabra en un ambiente ruidoso. Hay dos opciones para esto: reforzar la comprensión del habla mediante estimulación eléctrica o, con la misma técnica, suprimir el ruido ambiental», añade Riecke.

La técnica necesita todavía ser mejorada para ser aplicada, señalan los investigadores, así como que no será útil para sordos, si bien puede ser valer  para demorar o prevenir un implante coclear (un transductor que transforma las señales acústicas en señales eléctricas que estimulan el nervio auditivo) en personas con problemas de audición.

El descubrimiento puede ayudar asimismo a personas con dislexia, una dificultad de aprendizaje que afecta a la lectoescritura.

Referencia

Neural Entrainment to Speech Modulates Speech Intelligibility. Lars Riecke et alia. Current Biology. DOI: https://doi.org/10.1016/j.cub.2017.11.033
Fuente: https://www.tendencias21.net/Entender-las-palabras-depende-del-ritmo-cerebral_a44407.html
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Rebelión (de profes) en las aulas de EEUU

Estados Unidos/21 de Abril de 2018/El Periódico

Huelgas y protestas de profesores están dejando huella en estados controlados por los republicanos

Quedan en evidencia no solo los recortes en educación, sino el coste de otras políticas conservadoras

En la era de Donald Trump la protesta ha cobrado renovada fuerza en Estados Unidos. Y evoluciona. Primero tomaron las calles quienes rechazaban su mera elección e inmediatamente después las mujeres se pusieron al frente del activismo, social y político. Hubo también acciones concretas para protestar por decisiones políticas como el veto a la entrada al país de musulmanes y recientemente los estudiantes del instituto de Parkland (Florida) han conseguido inyectar inusitada fuerza a la lucha por el control de las armas de fuego. En las aulas, no obstante, está naciendo otra rebelión: la de los profesores.

Desde marzo se están produciendo huelgas y protestas de maestros de primaria y secundaria en varios estados controlados por los republicanos. En marzo lograron una importante victoria en Virginia Occidental, donde tras nueve días de paros los maestros consiguieron un aumento del sueldo del 5%. Esta semana los de Oklahoma también han puesto fin a otros nueve días de paro y cobrarán hasta 6.000 dólares (unos 4.850 euros) más de salario anual. Y están abiertas también en otros feudos conservadores como Kentucky y Arizona.

Su lucha está dejando en evidencia la desastrosa situación de la educación pública en EEUU tras décadas de recortes, pero también los costes de otras políticas republicanas, especialmente el traspaso de obligaciones a los funcionarios (no solo profesores) que hace que cada vez estos tengan que afrontar más costes de sanidad de su propio bolsillo. “Han pasado los costes de salud y pensiones a los empleados, así que estos están ganando menos y gastando menos”, ha denunciado Randi Weingarten, quien preside la Federación Americana de Profesores, un sindicato con 1,7 millones de afiliados.

Situación precaria

Oklahoma ejemplifica la situación. Hace tiempo que el 20% de las escuelas públicas del estado dan clase solo cuatro días por semana por la falta de fondos. En los últimos 10 años la inversión por cada estudiante ha caído un 28% y en el 2015 ese gasto por alumno estaba en 8.000 dólares, lejos de la media nacional de 11.400 dólares y, como en otros 28 estados, por debajo de donde estaba en el 2008.

Según datos de la Asociación Nacional de Educación, los profesores de Oklahoma son los terceros peor pagados del país (con 45.000 dólares anuales, solo por delante de Misisipí y Dakota del Sur), lo que provoca que muchos se marchen a estados donde están mejor remunerados y que las clases se llenen de sustitutos o profesores certificados para emergencias. Y quienes se quedan narran historias de absoluta precariedad.

Desinversiones y debilitamiento de los sindicatos

Según ha escrito en ‘The Washington Post’ Jon Shelton, profesor en la Universidad de Wisconsin y autor de un libro sobre protestas de educadores en los años 60 y 70 del siglo XX, “las desinversiones en educación pública en muchos estados han llevado a condiciones similares a las que los maestros tenían antes de la negociación colectiva”. Esta estaba prohibida para los funcionarios prácticamente en todos los estados de EEUU antes de 1969 y en los últimos años ha vuelto a vivir una regresión. Un renovado asalto comenzó en Wisconsin en 2011, cuando el gobernador republicano Scott Walker firmó una ley que recortaba el derecho a la negociación colectiva. Medidas similares se propagaron por al menos otra decena de estados. El gasto médico en funcionarios cayó inmediatamente. Y todo mientras los conservadores seguían recortando impuestos a grandes corporaciones y las rentas más altas.

El asalto ha debilitado aún más a los sindicatos de EEUU, históricamente una fuerza política y organizativa alineada mayoritaria pero no exclusivamente con el Partido Demócrata. Y estos pueden verse incluso más golpeados por el Tribunal Supremo, ahora dominado por los conservadores, que podría en junio dictar sentencia contra el pago obligatorio de cuotas.

La rebelión en las aulas, no obstante, apunta a un descontento capaz de activarse incluso sin el respaldo sindical. Muchas han surgido de forma orgánica, con individuos coordinándose a través de las redes sociales. Y han logrado triunfos que van más allá de subidas salariales. En Oklahoma, por ejemplo, han empujado a la primera aprobación en 28 años de una subida de impuestos.

 “Puede que los profesores sean más poderosos ahora que antes”, escribía Shelton. “No pueden ser externalizados y ni los acuerdos de libre comercio inclinados a intereses corporativos ni la tecnología digital les pueden volver obsoletos. Es posible que los profesores en huelga en el país representen el principio de una tendencia en que la gente corriente que mantiene en marcha nuestro sistema de educación –y nuestra economía—se dé cuenta de cuánto poder tiene”.

Fuente: https://www.elperiodico.com/es/internacional/20180415/huelgas-profesores-estados-conservadores-eeuu-6741229

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Arizona Teachers Vote to Go on Strike, Sparking Statewide Walkout

United States/April 21, 2018/NPR

Resumen: Los maestros en Arizona celebraron el jueves una votación de huelga que lanzó la primera huelga estatal de Arizona y rechazó un aumento de sueldo propuesto, en lugar de exigir un mayor financiamiento escolar.

Teachers in Arizona held a strike vote on Thursday that launched Arizona’s first-ever statewide walkout and turned down a proposed pay raise — instead demanding increased school funding.

The Arizona Education Association and the grass-roots group the Arizona Educators United announced that teachers will walk off the job April 26.

At issue is a plan crafted by Gov. Doug Ducey to give teachers a 20 percent raise by 2020, starting with a 9 percent hike next year.

AZPTA President Beth Simek, in a video statement, said that an analysis from the Joint Legislative Budget Committee staff, coupled with her group’s research, led to their decision to oppose Ducey’s plan.

«In light of the funding streams that have come to light regarding the ’20 by 2020′ plan, we can no longer support the governor’s proposal,» said Simek. «As a voice for children, we hope to see the governor and this legislature find a sustainable, long-term permanent funding source that does not hurt others in the process.»

School support staff groups say they feel left out of the governor’s plan.

In a tweet, Save Our Schools Arizona said, «It is now clear the existing proposal is not sustainable or comprehensive as a means of increasing educator pay and re-investing in Arizona’s classrooms and schools.»

Both groups said that they are still ready to work with the governor on a new plan.

Arizona’s teachers plan to strike is an unprecedented move and comes with high risk.

According to The Associated Press:

«Teachers themselves could face consequences in this right-to-work state, where unions do not collectively bargain with school districts and representation is not mandatory. The Arizona Education Association has warned its 20,000 members about a 1971 Arizona attorney general opinion saying a statewide strike would be illegal under common law and participants could lose their teaching credentials.»

Fuente: https://www.npr.org/sections/thetwo-way/2018/04/20/604185559/arizona-teachers-vote-to-strike-sparking-first-ever-statewide-walkout

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EEUU: These Teens Are Taking A Class On Drugs That Is Definitely Not What Trump Had In Mind

Mr. Miller doesn’t say “just say no.”

Resumen: El presidente Donald Trump estuvo en New Hampshire el 19 de marzo cuando promovió la ejecución de los grandes narcotraficantes y realizó un bombardeo de avisos publicitarios que «asustan» a los adolescentes de «ir a las drogas de cualquier tipo». Dieciocho horas después de la presentación de Trump, 14 estudiantes de primer año se filtraron a un aula en Bard High School Early College en el Lower East Side de Manhattan, donde Drew Miller, un profesor de salud con antecedentes en educación sexual, les dirigió en una charla totalmente diferente sobre el consumo de drogas. «Si elige usarlo, asegúrese de estar en un buen lugar, y con personas de confianza y un lugar seguro», dijo Miller a los jóvenes de 14 y 15 años, que están inscriptos en un curso de prototipos de medicamentos. se centró en tomar decisiones más seguras y reducir el daño. «Si lo estás tomando, comienza con una dosis pequeña». Gran parte de lo que se enseña en las 14 sesiones, que duran 50 minutos cada una, puede parecer de sentido común. Pero un dicho que no exige abstinencia es un acto bastante revolucionario en las escuelas públicas estadounidenses, donde los programas antidrogas como DARE les han dicho a los niños durante décadas que «simplemente digan que no». «¿Por qué practicar la reducción de daños?», Preguntó Miller, refiriéndose a un principio central del curso. Se basa en la idea de que los medicamentos no se pueden erradicar por completo, y que la mejor manera de minimizar el riesgo es a través de los servicios de salud y la educación. «Los adolescentes a menudo se encuentran en lugares donde las drogas están sucediendo», ofreció una niña. Varios estudiantes gritaron sus ideas para reducir el riesgo: no tomar ningún medicamento, tomar dosis más pequeñas y no mezclar sustancias. El Departamento de Educación de la Ciudad de Nueva York ejecuta el curso, pero el plan de estudios fue creado por Drug Policy Alliance, un grupo de defensa que apoya el tratamiento médico sobre las sanciones penales por drogas y la legalización de la marihuana. La retórica de Trump sobre la guerra contra las drogas no es nada nuevo: tratar de petrificar a los niños en la sobriedad es una táctica que se ha usado durante décadas. Pero hay poca evidencia científica que enseñe la abstinencia completa de las drogas. La Drug Policy Alliance espera que este tipo de clase de drogas se pueda expandir, y que en realidad podría funcionar.

President Donald Trump was in New Hampshire on March 19 when he promoted executing big-time drug dealers and running a blitz of ads that “scare” teens from “going to drugs of any kind.”

Eighteen hours after Trump’s talk, 14 public school freshmen filtered into a classroom at Bard High School Early College on Manhattan’s Lower East Side, where Drew Miller, a health teacher with a sex ed background, led them in totally different talk about drug use.

“If you’re choosing to use, make sure you’re in a good place, and with people you trust and a safe location,” Miller told the 14- and 15-year-olds, who are enrolled in a prototype drug course focused on making safer choices and reducing harm. “If you’re taking it, start with a small dose.”

Much of what is taught in the 14 sessions, which run 50 minutes each, may seem like common sense. But a dictum that doesn’t demand abstinence is a fairly revolutionary act in American public schools, where anti-drug programs like D.A.R.E. have told kids for decades to «just say no.»

“Why practice harm reduction?” Miller asked, referring to a central tenet of the course. It’s anchored on the idea that drugs cannot be eradicated completely, and that minimizing risk is best done through health services and education.

“Teens often find themselves in places where drugs are happening,” one girl offered. Several students yelled their ideas to cut risk: not taking any drugs, taking smaller doses, and not mixing substances.

The New York City Department of Education runs the course, but the curriculum was created by the Drug Policy Alliance, an advocacy group that supports medical treatment over criminal penalties for drugs and the legalization of marijuana. Trump’s war-on-drugs rhetoric is nothing new — trying to petrify kids into sobriety is a tactic that’s been used for decades. But there’s little scientific evidence teaching full abstinence from drugs works. The Drug Policy Alliance hopes this sort of drug class can be expanded, and that it could actually work.

New York state lawmakers in 2015 required schools to start providing “the most up-to-date, age appropriate information available regarding the misuse and abuse.” The Drug Policy Alliance responded by developing the class, “Safety First: Real Drug Education for Teens,” based on a pamphlet that the group wrote for parents. For schools, it combined instructional videos, homework, and free-wheeling conversations, all designed to meet the federal government’s National Health Education Standards.

Sasha Simon, who sits in on the classes to monitor their trial run, worked in sexual health education before starting at Drug Policy Alliance last year to launch the new classes.

“For once, somebody did it right,” she said after one of the sessions. “And I thought, I will push this as much as I can.”

 Sara Naomi Lewkowicz for BuzzFeed News

Trump may actually like one aspect of the class — it does scare the kids.

Miller played a video about fentanyl and similar potent synthetic opioids, which are sometimes mixed into other drugs with fatal consequences. “It’s very easy to overdose,” a narrator in the video warned. “Carfentanyl is 10 times more powerful than morphine.”

 “Oh my god,” a girl in class gasped. Two others clasped their hands over their mouths.

“I’d say you could die,” another student said about the advice she would give anyone considering opioids. “I’d say don’t do t — the harms can overtake the pleasure you get out of it.”

“If you give them the facts, they’re scary enough. You don’t need to say, ‘Don’t do it.’”
Simon reflected in the teachers lounge, “If you give them the facts, they’re scary enough. You don’t need to say, ‘Don’t do it.’”

But Trump has a different scare tactic in mind. As he said in New Hampshire, he wants to depict addicts in a state of depravity in order to “scare [kids] from ending up like the people in the commercials.”

Lewis Nelson, chair of the department of emergency medicine at Rutgers New Jersey Medical School, told BuzzFeed News that simply trying to scare kids into abstinence can have mixed results.

“Some children respond to scare tactics, but these can compel others to use,” he said. “Most people who hear that drugs can cause you to lose control, or even die, will avoid them. But some thrill seekers, or even just teens who believe they are invincible, may crave that sort of risk.”

“There is no magic bullet,” he added. “Although abstinence is optimal, we have learned in public health that this endpoint is only partially achievable. For those who use, harm reduction is essential.”

Harm reduction stands apart from Drug Abuse Resistance Education, D.A.R.E., a federally endorsed class that began in 1983. D.A.R.E. used to warn that pot would lead to crack, and still, it tells students to never try a drug. The medium is also the message: D.A.R.E. is taught by a cop. According to a 1998 study produced for the National Institute of Justice and presented to Congress, “D.A.R.E. does not work to reduce substance use.”

It remains the most prevalent drug education program in the US, reporting a budget of $10.3 million from private and public backers, with programs in all 50 states, reaching 75% of the country’s school districts. As criticism has mounted, D.A.R.E. has tried to adapt, and it reports that a new program for elementary schools, keepin’ it REAL, reduced marijuana, tobacco, and alcohol use by 32% to 44%.

Nelson isn’t opposed to D.A.R.E. and programs like it, he said. “They may work for certain students, but they need to be paired with harm reduction efforts for those who do not respond to abstinence education.”

D.A.R.E. has taken a hard-line stance against marijuana legalization, warning that it leads to more use of marijuana and suggesting that, in turn, leads to hard drugs.

Richard Mahan, D.A.R.E.’s chief operating officer, told BuzzFeed News his program does not teach complete abstinence, per se.

However, Mahan declined to share any current D.A.R.E. curriculum with BuzzFeed News, instead describing it as “state-of-the-art prevention science that focuses on providing students skills for safe and healthy decision making.”

If students were to ask, he wrote by email, “We respond by stating directly that students should never use illicit/illegal drugs of any kind.

Sara Naomi Lewkowicz for BuzzFeed News

It’s difficult for Americans to agree on what “works” in drug education, partly because they have different ideas about what qualifies as “working.”

The federal government’s Monitoring the Future Survey, which asks students in 8th, 10th, and 12th grades questions about their habits, has become the standard model to measure teen drug behavior. It asks when students try drugs for the first time and how often they use them. If officials say the results look good, they generally mean kids are avoiding new drugs and using them less often.

It’s difficult to agree on what “works” in drug  education because Americans have different ideas about what qualifies as “working.”

The 1998 study for Congress about D.A.R.E. used metrics like these. It concluded classes that provide information, arouse fear, make a moral appeal, or build self-esteem, are all “largely ineffective for reducing substance use.” Rather, it found that teaching skills to resist social pressure “do reduce substance use. But the effects of even these programs are small and short-lived in the absence of continued instruction.”

Not surprisingly, researchers have different ideas about how to measure the success of the program at Bard High School.

Simon believes that asking about how behaviors changed during the course is “not important,” she said. “I think that what’s most important is that we are making sure young people are safe, not that we are preventing their use.”

Better metrics are whether students understand concepts like dose and dosage, considering their mindset and setting, and ability to keep each other safe, Simon added. She was also interested in the longer-term outcomes of creating adults who know how to avoid abusive habits.

“I don’t need to ask a teenager and make them feel uncomfortable,” she said. “I don’t need to ask a teacher to ask their student what drugs are you taking and how often.”

Indeed, at one point, Miller asked the students to not turn in a drug questionnaire they’d been given.

“You don’t have to do that,” he said as a class wrapped up. “It’s asking about your habits. If I collect it, and you report that you are doing something, I would have to — I would be concerned and have to talk to you.”

But Nina Rose Fischer, an assistant professor at City University of New York who is studying the class, thinks questions about drug use serve to understand the class’s impact. She’s comparing the cohort in at Bard in Manhattan to a control group at another public high school in Queens, where students are taking a more standardized health class. Her survey asks about drug use patterns before and after the class.

“We say how many times per day do you smoke weed, when do you smoke weed during the week?” said Fischer, whose research, which is also being funded by the Drug Policy Alliance, will be synthesized in a report.

She said students may divulge that they smoked pot during school before the course, but after the curriculum, they may report they’re only using it over the weekend. “And that,” she said, “would be seen as a harm reduction achievement.”

Sara Naomi Lewkowicz for BuzzFeed News

Some parents were alarmed by the Drug Policy Alliance’s stance on pot laws, Simon said. “I’ve gotten pushback from parents who are like, ‘What are you talking about with my kids? I know you are trying to legalize this. Are you trying to influence our kids to do that?’”

“We would not encourage drug use — we would never teach them to use a drug,” she said. “We give them tools to figure things out for themselves, which is much more important than to ‘just say no.’”

But the legality of drugs — the risk of punishment, both under school rules and criminal law in particular — comes up regularly.

“If we were to legalize marijuana,” one of the girls volunteered, “it would be safer because people would know what’s in it. With legalization, people are less likely to put something into your body that you’re not aware of.”

On Friday, March 23, the class talked about why people use drugs in the first place, and they debated the idea of “self-medicating” — that drugs can be used to relieve stress.

The conversation among the students straddled the line between possible benefits of drugs and alcohol — they can be fun and relieve stress — and the harms that can come of them. Rather than focusing overdoses and addiction, this particular discussion was about issues like a hangover or avoiding your problems.

“People might feel better in the moment, but it’s not long-term effective,” Miller warned.

Fuente: https://www.buzzfeed.com/dominicholden/these-teens-are-taking-a-class-on-drugs-that-is-definitely?utm_term=.gna1PA2Bkn#.ewGXv8YBxP

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Maestros de Colorado protestan inspirados en otros docentes de EE.UU.

América del norte/Estados Unidos/19 Abril 2018/Fuente: Prensa Latina

Los maestros de Colorado marcharon hoy frente al capitolio de ese territorio estadounidense con el fin de exigir más fondos para la educación, inspirados en protestas similares en otros lugares del país.
De acuerdo con la Asociación de Educación del estado (CEA), el poco financiamiento y el bajo salario provocan que el trabajo sea menos atractivo para los graduados universitarios, por lo que muchos abandonan la profesión antes de lo previsto y hay una escasez de docentes calificados.

Cientos de profesores, que vistieron camisetas rojas como parte de una campaña iniciada en Arizona que lleva por nombre Red for Ed (Rojo por la Educación), se concentraron frente al legislativo en Denver, ciudad donde cerró un distrito escolar debido al alto número de maestros que decidió movilizarse esta jornada.

Jessica Tarkanian, una de las manifestantes, declaró a CNN que fue a la protesta para ‘apoyar nuestra jubilación, financiar nuestras escuelas y garantizar que obtengamos lo que necesitamos para nuestros hijos’.

Como maestra en la Escuela Primaria Cherrelyn, Tarkanian dijo que recientemente se mudó con otra familia para ahorrar dinero y llegar a fin de mes, y que aunque ha enseñado durante una década, gana lo mismo que una docente con tres años de experiencia.

La presidenta de la CEA, Kerrie Dallman, dijo a la televisora que los educadores de Colorado se vieron animados a movilizarse tras las manifestaciones en Virginia Occidental, Oklahoma, Kentucky y Arizona, donde los profesores exigieron mejoras salariales y mayor financiación para la enseñanza pública.

‘Nuestros miembros están llenos de energía y cansados por la constante falta de fondos crónicos de nuestras escuelas públicas año tras año’, manifestó la líder gremial.

Según la agrupación de docentes, el salario promedio de los educadores de Colorado ha disminuido en más de un 17 por ciento al ajustarse a la inflación en los últimos 15 años.

En 2016, el estado se ubicó en el lugar 46 en el país en cuanto al sueldo de los profesores, de acuerdo con un informe de la Asociación Nacional de Educación.

Al mismo tiempo, la CEA denuncia que Colorado ha subfinanciado sus escuelas en 828 millones de dólares, porque no ha cumplido con un mandato constitucional aprobado en la última década para aumentar los fondos cada año, al menos en correspondencia con la tasa de inflación.

Las acciones en ese territorio se dieron la misma jornada en que los maestros de Oklahoma regresaron a las aulas después de un paro de nueve días.

Esa huelga incitó a los legisladores a subir los fondos educativos en 479 millones de dólares e incrementar el salario de los profesores en seis mil 100 dólares al año como promedio, el mayor aumento en la historia del estado, indicó a Asociación de Educación estatal.

Fuente: http://www.prensa-latina.cu/index.php?o=rn&id=170822&SEO=maestros-de-colorado-protestan-inspirados-en-otros-docentes-de-ee.uu.
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