Doctoral programs are often highly unstructured learning and training environments, where individual autonomy and freedom are highly valued. Decisions as to what counts as a good idea, a worthwhile project, or adequate progress are often left to the discretion of professors, and criteria for success can be opaque for students. This is even more so for those who are not already “in the know.”

Horwitz argued a fairly radical point, which I think never received wide enough recognition due to the subject matter and his extremely difficult (dense and dry) style.  He said, “I seek to show that one of the crucial choices made during the antebellum period was to promote economic growth primarily through the legal, not the tax, system, a choice which had major consequences for the distribution of wealth and power in American society”

So the costs were socialized (in economic terms, externalized) at the same time the benefits were privatized in the form of corporate profits.

If private-equity firms cannot be socially responsible stewards of capital, then Congress will need to act. One possible reform would involve fully taxing the advisory and other fees that private-equity investors extract from the companies they own. Another potential reform would impose restrictions on dividends paid out in the two years following a buyout. Since the current system allows private-equity firms to reap much of the positive gains from successful acquisitions, they could also be required to bear some of the liability for a company’s debt when the buyout ends in bankruptcy.

make on-street parking expensive (to reflect its real costs) and to make transit cheap or free. The way we price transit, and don’t price private car storage in the public realm, is evidence of “Asphalt Socialism“–subsidies for cars and driving, and high prices and penalties for those who take transit.

the only places where transit really works well in the United States are in the areas where cities charge for parking.  When street parking is free, people own cars and drive, depriving transit systems of customers and revenue, and skewing the transit ridership to the dispossessed and powerless.

on most streets, in most cities — including, bizarrely New York City — street parking is completely unpriced almost everywhere.  In effect, the prices shown for parking in Goodman’s sample overstate what city’s actually charge for parking: it’s mostly zero.

We need to remind ourselves that treating everyone the same way as an attempt to be fair does not achieve equity for all.

Don’t go to code academy, go to design academy. Be advocates of the user & consumer. It’s not about learning how to code, it’s about translating real-world needs to technological specifications in just ways that give end users agency and equity in design, development and delivery. Be a champion of user-centric design. Learn how to steward data and offer your help.

The idea behind ACE is that we elevate three characteristics that are clear, context sensitive, values driven and mission aligned, and we use them to plan assignment-, course- and institution-level responses to COVID-19 in the areas of our university that are connected to teaching and learning.

If your company does offer you more equity, make sure you ask whether the 409A (or fair market value) of the company is being updated. With revised forecasts given the COVID-19 situation, it may be possible for your company to issue your stock at a lower strike price if the company revalues its 409A.

Don’t go to code academy, go to design academy. Be advocates of the user & consumer. It’s not about learning how to code, it’s about translating real-world needs to technological specifications in just ways that give end users agency and equity in design, development and delivery. Be a champion of user-centric design. Learn how to steward data and offer your help.

There is created in the State treasury a special fund, which shall be held separate and apart from all other State moneys, to be known as the Cannabis Business Development Fund. The Cannabis Business Development Fund shall be exclusively used for the following purposes:        (1) to provide low-interest rate loans to Qualified      Social Equity Applicants to pay for ordinary and necessary expenses to start and operate a cannabis business establishment permitted by this Act;        (2) to provide grants to Qualified Social Equity     Applicants to pay for ordinary and necessary expenses to start and operate a cannabis business establishment permitted by this Act;        (3) to compensate the Department of Commerce and     Economic Opportunity for any costs related to the provision of low-interest loans and grants to Qualified Social Equity Applicants;         (4) to pay for outreach that may be provided or     targeted to attract and support Social Equity Applicants and Qualified Social Equity Applicants;        (5) (blank);         (6) to conduct any study or research concerning the     participation of minorities, women, veterans, or people with disabilities in the cannabis industry, including, without limitation, barriers to such individuals entering the industry as equity owners of cannabis business establishments;        (7) (blank); and        (8) to assist with job training and technical     assistance for residents in Disproportionately Impacted Areas.

"Social Equity Applicant" means an applicant that is an Illinois resident that meets one of the following criteria:        (1) an applicant with at least 51% ownership and     control by one or more individuals who have resided for at least 5 of the preceding 10 years in a Disproportionately Impacted Area;         (2) an applicant with at least 51% ownership and     control by one or more individuals who:             (i) have been arrested for, convicted of, or         adjudicated delinquent for any offense that is eligible for expungement under this Act; or             (ii) is a member of an impacted family;        (3) for applicants with a minimum of 10 full-time     employees, an applicant with at least 51% of current employees who:            (i) currently reside in a Disproportionately         Impacted Area; or            (ii) have been arrested for, convicted of, or         adjudicated delinquent for any offense that is eligible for expungement under this Act or member of an impacted family.

Sec. 7-30. Reporting. By January 1, 2021, and on January 1 of every year thereafter, or upon request by the Illinois Cannabis Regulation Oversight Officer, each cannabis business establishment licensed under this Act shall report to the Illinois Cannabis Regulation Oversight Officer, on a form to be provided by the Illinois Cannabis Regulation Oversight Officer, information that will allow it to assess the extent of diversity in the medical and adult use cannabis industry and methods for reducing or eliminating any identified barriers to entry, including access to capital. The information to be collected shall be designed to identify the following:        (1) the number and percentage of licenses provided to     Social Equity Applicants and to businesses owned by minorities, women, veterans, and people with disabilities;        (2) the total number and percentage of employees in     the cannabis industry who meet the criteria in (3)(i) or (3)(ii) in the definition of Social Equity Applicant or who are minorities, women, veterans, or people with disabilities;         (3) the total number and percentage of contractors     and subcontractors in the cannabis industry that meet the definition of a Social Equity Applicant or who are owned by minorities, women, veterans, or people with disabilities, if known to the cannabis business establishment; and        (4) recommendations on reducing or eliminating any     identified barriers to entry, including access to capital, in the cannabis industry.

 Sec. 7-25. Transfer of license awarded to Qualified Social Equity Applicant.     (a) In the event a Qualified Social Equity Applicant seeks to transfer, sell, or grant a cannabis business establishment license within 5 years after it was issued to a person or entity that does not qualify as a Social Equity Applicant, the transfer agreement shall require the new license holder to pay the Cannabis Business Development Fund an amount equal to:         (1) any fees that were waived by any State agency     based on the applicant's status as a Social Equity Applicant, if applicable;        (2) any outstanding amount owed by the Qualified     Social Equity Applicant for a loan through the Cannabis Business Development Fund, if applicable; and        (3) the full amount of any grants that the Qualified     Social Equity Applicant received from the Department of Commerce and Economic Opportunity, if applicable.     (b) Transfers of cannabis business establishment licenses awarded to a Social Equity Applicant are subject to all other provisions of this Act, the Compassionate Use of Medical Cannabis Program Act, and rules regarding transfers. (Source: P.A. 101-27, eff. 6-25-19; 101-593, eff. 12-4-19.)

In international collaborations, an agreement may be imposed on local researchers with no possibility of negotiating favourable terms on confidentiality, intellectual property rights, return of results and benefit sharing.

NGSS is a more deliberate coming together of educational members who were given the task to make equity and diversity issues prominent in framing the standards

not as an add-on but as a transformative approach to teaching and learning (Mensah, 2010)

It is critical to understand that within systems, there is no isolation from the context, though we often view context as the invisible elephant in the room. When context is not addressed explicitly, equity issues are overlooked, and conversations about diversity in the science curriculum become only necessary for the poor, or students of color, or bilingual students. Issues of equity and context must be integrated in a wider systemic approach for the implementation of the NGSS to be deemed useful. We have to allow for boundary crossing and interdisciplinary connections into domains that make context and students from lower socioeconomic backgrounds, girls, students of cultural and linguistic diversity, and students in urban, suburban, and rural areas want to engage in science and see themselves in science. We believe that a culturally responsive approach to the implementation of the NGSS will achieve this goal.

How will all educators and society have a deliberate coming together to envision equity as a guiding framework for the implementation of NGSS?

Equity and diversity have not been a dominant focus of previous national reform initiatives in science education (Rodriguez, 1997)

knowledge commons

The plan alone is groundbreaking, having been directly created by current Section 8 residents in partnership with Piedmont Housing Alliance

Design Justice: towards an intersectional feminist framework for design theory and practice

A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South

Paasche-Orlow et al. (18) suggested 3 principles to ameliorate health literacy disparities. The first is to promote productive interactions. Clinicians need to develop better communication abilities and take appropriate measures to ensure adequate comprehension of health information. Educating youth and establishing health literacy standards in the educational system can help improve existing and future health literacy rates. Incorporating health literacy classes as a component of training for health professionals and in studies of preventive services can increase awareness among providers, facilitating better communication and quality of care (19). Additionally, transmitting complex ideas can be aided with the use of technology platforms. Yin et al. (25) investigated the plausibility of a pictogram-based intervention program to reduce medication administration errors. The authors found that when the intervention was used as part of medication counseling, there was a decrease in medication dosage errors compared with standard medication counseling.The second principle is concerned with addressing the organization of health care. Paasche-Orlow et al. advocated patient-centered care, streamlined access to health care, and incentives to promote collaboration to address the needs of the health illiterate population. The U.S. government created and enacted several major policies that address this principle to diminish the adverse effects of poor health literacy. The first is the Affordable Care Act, which stipulates that health plans and insurers must provide understandable and clear health information regarding coverage and benefits (11). Because most Americans receiving coverage through the new legislative act have limited health literacy, standardized information about health care would greatly assist these Americans in making better-informed health decisions (15). Another policy is the National Action Plan to Improve Health Literacy (22). This is the first plan of its kind to create health literacy goals for the entire country. It intends to provide all Americans with access to accurate health information, deliver patient-focused services, and support learning and skills that improve health. All of these acts and policies have the potential to improve 3 keys to health care: access, quality, and cost.The third principle from the study by Paasche-Orlaw et al. involves establishing an objective and sincere voice for better delivery of health information to the community. Individuals may have appropriate health literacy levels, but other personal or environmental factors can contribute to a lower understanding of vital health information. Ito (9) analyzed Vietnamese refugees who tested positive for inactive tuberculosis and their response to prophylactic tuberculosis treatment. Ito found that the immigrants were more hesitant to complete the medication regimen because the side effects were too “hot.” Instead, the immigrants preferred Asian herbal medications as they were considered “cooling.” Von Goeler et al. (23) investigated diabetes self-management among Puerto Rican adults with type 2 diabetes and found that the participants regularly self-monitored their blood glucose levels. However, they did not use that information to control their diabetes properly because of financial and social barriers such as competing family concerns. Situations such as these call for a voice, a cultural broker, who understands the environmental obstacles to comprehending and using health information fully.

OER is an equity strategy for higher education: providing all students with access to course materials on the first day of class serves to level the academic playing field in course settings

How can we create more inclusive learning materials to engage and meet the needs of all students?

millions of the country’s smallholders have missed out on that prosperity

access to content and knowledge should not depend on how much money you have. That isn’t fair.”

One of the things that we’re doing is we really want to change the city charter to include privacy provisions in New York City.

How do you think creatively and find the right language to illustrate to people that their online identity is just as valuable and just as rich as their tangible identity? How do you instill a sense of urgency in them?

Who is Jordan Peterson, favorite figure of the alt-right

Louis C.K.’s message is clear — white men have nothing to complain about.

hould be assessed in the global stocktaking process of the UNFCCC

Or are they merely symbols? My night students’ lives overran with death—from gunshots and overdoses and chronic disease and battery. They were indeed haunted. My day stu-dents, many of them well-heeled and all of them well-insured, were still mostly too young to understand what it means to carry the past around within you.

Can open educational resources, or OER, truly create more equity and access?

In global terms, digital inequalities continue to be well-documented and, in many instances, divides across lines of geography, gender, age, physical abilities, socio-economic status, language, and educational attainment are growing.

Structural inequities in science must be reduced

Ensure inclusion, equity and gender equality

Diversity and Inclusion vs. Equity and Social Justice

Our current innovation conversation is exclusive, accessible only to the powerful and privileged

Yet the range of the outlook needs to be enlarged. What the best and wisest parent wants for his own child, that must the community want for all of its children.

removing barriers

equity of access to transformational learning experiences enabled by technology

Rather, government and educators should shift most of their teaching resources and efforts from the disadvantaged to the intellectually gifted.

Put bluntly, Herrnstein and Mur-ray state that the average African American is less well educated and less wealthy than the average white because he or she is not born with the capacity to be as smart. Therefore, the authors also claim, social programs that attempt to close opportunity gaps-programs such as Head Start, compensatory edu-cation, and affirmative action-are costly and useless

Ama-zonian groups, such as the Piraha, whose languages do not include numerals above three, are worse at distinguishing large quan-tities digitally than groups using extensive counting systems, but are similar in their abil-ity to approximate quantities.

A 2008 survey of the top psychology journals found that 96% of subjects were from Western industrialized countries — which house just 12% of the world’s population3.

Table 2: Hess’ Cognitive Rigor Matrix with Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions

Between these two incidents I have witnessed and heard innumerable reports from Black parents across the nation of similar encounters.  Black students, usually males, being viewed not as potentially gifted, needing enrichment or more academic challenge, but as disrupters and distractions. So-called professional educators not questioning their own weak classroom practices, lack of differentiated instruction, poor preparation, or implicit biases, but instead wanting these non-compliant Black boys drugged into passivity.

Closing the hardware and Internet divide is critical, but if some students get to create, think and communicate with technologies while others do more passive or low-level learning tasks, opportunity gaps persist.

We distributed options every month, at a slight discount from the market price. We had no vesting period—the options could be cashed in immediately. Most tech companies have a four-year vesting schedule and try to use options as “golden handcuffs” to aid retention, but we never thought that made sense. If you see a better opportunity elsewhere, you should be allowed to take what you’ve earned and leave. If you no longer want to work with us, we don’t want to hold you hostage.

Equity must be applied to forgivable actions; and it must make us distinguish between criminal acts on the one hand, and errors of judgement, or misfortunes, on the other. (A "misfortune" is an act, not due to moral badness, that has unexpected results: an "error of judgement" is an act, also not due to moral badness, that has results that might have been expected: a "criminal act" has results that might have been expected, but is due to moral badness, for that is the source of all actions inspired by our appetites.) Equity bids us be merciful to the weakness of human nature; to think less about the laws than about the man who framed them, and less about what he said than about what he meant; not to consider the actions of the accused so much as his intentions, nor this or that detail so much as the whole story; to ask not what a man is now but what he has always or usually been.