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Ivy League BLM Courses

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Ivy League Schools to Begin Teaching “Black Lives Matter” Courses

Proving their commitment to diversity and understanding, several Ivy League colleges will begin offering courses on the Black Lives Matter Movement. Whereas other Ivy League schools, such as Cornell, have created Africana Departments that focus on the centrality of Africa and the African Diaspora to the modern world, BlackLivesMatter classes are situated in a specific cultural moment. Though, of course, the Black Lives Matter falls under the umbrella of contemporary African history, it is positioned in a more concentrated, modern application. Princeton and Dartmouth are the two first schools to begin accrediting this intersectional coursework. While Princeton most recently enacted their BLM coursework, Dartmouth has been pioneering this change since 2015.

Dartmouth’s Black Lives Matter course discusses topics such as The Ivory Tower, understanding St. Louis and its racial history, race and class, racial violence, and systemic and unconscious racism, among other topics. Part of Dartmouth’s course description reads, “though the academy can never lay claim to social movements, this course seeks in part to answer the call of students and young activists around the country to take the opportunity to raise questions about, offer studied reflection upon, and allocate dedicated institutional space to the failures of democracy, capitalism, and leadership and to make #BlackLivesMatter. Developed through a group effort, this course brings to bear collective thinking, teaching, research, and focus on questions around race, structural inequality, and violence.” The course is taught by a wide variety of professors from different academic disciplines and social backgrounds. Taught for ten weeks by close to 20 different professors, Dartmouth’s Black Lives Matter coursework stands as a comprehensive example of a cross-disciplinary concentration that recognizes and situates history in a contemporary, American context.

Princeton’s #BlackLivesMatter class looks to examine the “historical roots and growth of the Black Lives Matter social movement,” and is “committed to resisting, unveiling, and undoing histories of state sanctioned violence against Black and Brown bodies.” Princeton’s #BlackLivesMatter’s course description reads as such: “This seminar traces the historical roots and growth of the Black Lives Matter social movement in the United States and comparative global contexts. The movement and course are committed to resisting, unveiling, and undoing histories of state sanctioned violence against Black and Brown bodies. The course seeks to document the forms of dispossession that Black Americans face and offers a critical examination of the prison industrial complex, police brutality, urban poverty, and white supremacy in the US.” The course’ sample reading list includes selections from Angela Davis, Claudia Rankin, and Keeanga-Yamahtta Taylor.

Princeton’s course will be taught by Professor Hanna Garth, who has previously taught “Race and Racisms,” “Postcolonial and Decolonial Theory,” and “Theories of Social Justice.” Garth’s self-defined interest in “the ways in which people struggle to overcome structural violence” and past experience has well-prepared her for teaching this class. Garth remarks, “All of my research, teaching, and mentoring is designed around my commitment to feminist methodologies and critical race theory.”

While some have aggressively asserted that Princeton’s course readings are from a former communist party leader who once made it on the FBI’s Most Wanted List, their negativity further highlights the necessity of this course. While these assertions may be true, it is telling that certain critics commonly overlook the individual’s many (more recent) accomplishments. The author in question is Angela Davis – a revered, respected, and well-educated civil rights activist, philosopher, academic, and author. By painting Davis as an unpatriotic, dangerous criminal, it distracts from the important lessons that are to be learned from this influential leader. Similarly, Fox News’ article on Princeton’s new course links their mention of the “Black Lives Matter” movement not to an explanation of what the movement is, but instead to a page on US protests. As opposed to creating an educational resource for what the BLM Movement is, conservative critics are quick to jump to claims of Black violence and riots.

Especially in 2021, as the United States grapples with the fight for racial and civil justice, discussions surround race, policing, prison reform, and politics are more pertinent than ever. It is absolutely essential that our nation’s college students are exposed to critical race theory and critical thinking. By shielding America’s youth from the necessary history of this country – which is still being experienced today – we are only putting them in a position of increased vulnerability and ignorance. Knowledge is power and educating oneself on society’s issues is the only way to efficient work towards progressive social change. Hopefully, as the most prestigious academic institutions begin to model examples of intersectional and anti-racist coursework, other colleges and universities will soon follow suit.

Digitally Disconnected

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DIGITALLY DISCONNECTED

13 TIPS FOR HELPING BRIDGE THE DIGITAL DIVIDE FOR CHILDREN DURING COVID-19

While social, racial, and economic disparities have always existed within the educational system, the COVID-19 pandemic is exasperating these inequities and widening gaps between students at a drastic rate. For families who can’t afford home computers, laptops, or high-speed internet access, remote learning is nearly impossible, and for students who already found themselves struggling before the pandemic, the prospect of more than a year of lost classroom time is a devastating blow. However, there are steps parents can take to shrink this digital divide, and there are resources available via schools, non-profits, and government initiatives that can help children access the technological tools they need to succeed. Indeed, Dr. Pamela Hurst-Della Pietra, President and Founder of Children and Screens, notes that “the inclusion of 17.2 billion dollars for closing the ‘homework gap’ in the recently passed American Rescue Plan is a watershed moment for digital equity.”

Several of the leading figures in the fields of public health, education, psychology, and parenting have weighed in with their suggestions on the best ways to combat the digital divide, and many will participate in an interdisciplinary conversation and Q&A hosted by Children and Screens: Institute of Digital Media and Child Development on Wednesday, March 24, at 12pm ET via Zoom. Moderated by the Director of Internet and Technology Research at the Pew Research Center Lee Rainie, the panel will engage in an in-depth discussion about the digital divide and actionable steps we can all take to bridge the gap. RSVP here.

1. DON’T WAIT, ADVOCATE

While schools across the country are doing everything they can to make sure that children have access to the technology and connectivity they need for remote learning, the unfortunate reality is that many families still lack adequate resources. If your family is among them, says author and MIT Assistant Professor of Digital Media Justin Reich, know that you’re not alone and that there are steps you can take to advocate for what your children need. “Start with your school staff,” Reich recommends. “They’re often overwhelmed during this challenging time but be polite and persistent. If you run into a dead-end with your school system, consider reaching out to school libraries and youth organizations like The Boys and Girls Club or the YMCA to see what kind of support they might be able to offer.”

2. SCALE DOWN

The University of North Carolina at Greensboro Professor Dr. Wayne Journell agrees, pointing out that sometimes, despite their best efforts, teachers and administrators may not always know which students are struggling with connectivity issues. “Let teachers know if you have slow internet at home,” says Journell. “Sometimes detailed graphics and animations that look cute but have little relevance to the actual lessons being delivered can cause problems for students with unreliable internet. If teachers are aware, then they can scale down the ‘frilly’ stuff and still get the important content across.”

3. STAND UP FOR YOURSELF

While it’s important for parents to speak up on behalf of their children, RAND Senior Policy Researcher Julia Kaufman, Ph.D., highlights the importance of encouraging children to express their needs, as well. “If your child does not have access to technology at home and is falling behind, make sure your child’s teacher knows the obstacles they’re facing and ask what accommodations will make it easier for your child to do assignments offline,” says Rand. “At the same time, help your child feel comfortable expressing any technology concerns or confusion to their teachers, including cases where they have the technology but cannot use it well.”

4. CHECK YOUR ASSUMPTIONS

One critical step that educators and policymakers can take in addressing the digital divide is to check their assumptions. They cannot – and should not – assume that students do or do not have access based solely on demographics such as family income level. “In addition, they cannot assume that providing access alone creates equity,” adds Dr. Beth Holland, a Partner at The Learning Accelerator (TLA) and Digital Equity Advisor to the Consortium of School Networking (CoSN). “This is a complex and nuanced challenge that needs both a technical and a human solution to ensure that students not only have access to sufficient high-speed internet and devices but also accessible systems and structures to support their learning.”

5. SURVEY AND MODIFY

For teachers who are on the ground and in the classroom, checking your assumptions can be as simple as asking a few basic questions at the start of the term. “Survey students to determine the percentage of your population that doesn’t have home Internet access,” recommends former AAP President Dr. Colleen A. Kraft, MD, MBA, FAAP. “Once you know the divide, you can address it,” adding, “When planning 1:1 projects and choosing devices, for example, you can consider a device’s capacity for offline use. For those without Wi-Fi, a public library in the child’s neighborhood can also be an excellent resource.”

6. VOTE FOR CHANGE

That parents and teachers need to worry about the digital divide at all is a failure on the part of our elected leaders, says Bates College Associate Professor of Education Mara Casey Tieken. “Contact your elected officials—local, state, and federal—and complain,” she suggests. “Write letters, call their offices, attend their legislative sessions, and make your voice heard. Join with other families whose children are impacted by this divide to amplify your message and use your vote to support lawmakers who understand the impacts of this divide, have a clear plan to address it and are willing to take action.”

7. MAKE BROADBAND A UTILITY

Reich agrees, reminding those families who already have their needs met that they share in the responsibility to advocate for the less fortunate. “It’s our job as citizens to demand that we as a society give families and children the tools and resources that they need for remote learning now and in the future,” says Reich. “We need to advocate for a society where broadband is treated as a utility rather than a luxury good, and young people enrolled in schools and educational programs have access to computers for learning.”

8. CONCRETE INITIATIVES

Angela Siefer, Executive Director of the National Digital Inclusion Alliance, advocates four concrete initiatives. “Establish a permanent broadband benefit, increase access to affordable computers, digital literacy and technical support, improve broadband mapping (including residential cost data), and support local and state digital inclusion planning.” By implementing these changes, Siefer says, policymakers can start to mitigate the digital divide.

9. USE TECH FOR GOOD

There are many reasons to consider equitable solutions along a “digital continuum” rather than the “digital divide;” a binary description leaves less room for nuanced and customized interventions. It may be imperative to fortify existing institutions, implement new governance structures and promulgate policies to confront disparities regarding working families. Antwuan Wallace, Managing Director at National Innovation Service, suggests that legislators consider a Safety and Thriving framework to increase family efficacy to support children with protective factors against the “homework gap” by utilizing technology to train critical skills for executive functioning, including planning, working memory, and prioritization.

10. LEVEL THE FIELD

Emma Garcia of the Economic Policy Institute emphasizes that guided technology education will be of great value after the pandemic. She says, “it will need be instituted as part of a very broad agenda that uses well-designed diagnostic tests to know where children are and what they need (in terms of knowledge, socioemotional development, and wellbeing), ensures the right number of highly credentialed professionals to teach and support students, and offers an array of targeted investments that will address the adverse impacts of COVID-19 on children’s learning and development, especially for those who were most hit by the pandemic.”

11. APPLY FOR LIFELINE

Research also shows that the digital divide disproportionately affects Latino, Black, and Native American students, with the expensive price of internet access serving as one of the main obstacles to families in these communities. “Eligible parents can apply for the Lifeline Program, which is a federal program that can reduce their monthly phone and internet cost,” suggests Greenlining Institute fellow Gissela Moya. “Parents can also ask their child’s school to support them by providing hotspots and computer devices to ensure their child has the tools they need to succeed.”

12. GET INVOLVED

Learning remotely can be difficult for kids, even if they have access to all the technological tools they need. Research shows that parental encouragement is also an important aspect of learning for children, notes London School of Economics professor and author Sonia Livingstone. “Perhaps sit with them, and gently explain what’s required or work it out together.” She adds that working together is a great way that parents with fewer economic or digital resources can support their children. “And if you don’t know much about computers, your child can probably teach you something too!”

13. NO ONE SIZE FITS ALL

When it comes to encouraging your children, there’s no one-size-fits-all approach. “Reflect on the more nuanced ways your children learn and leverage accessible resources (digital and non-digital) to inspire their continued curiosity,” says University of Redlands Assistant Professor Nicol Howard. Leaning into your child’s strengths and interests will help them make the most of this challenging time.

While the move to remote learning may seem like an insurmountable obstacle for families that can’t afford reliable internet or dedicated devices for their kids, there are a variety of ways that parents can help connect their children with the tools they need. For those privileged enough to already have access to the necessary physical resources, it’s important to remember that emotional support is also an essential piece of the puzzle when it comes to children’s educational success, especially during days as challenging as these. Lastly, it falls on all of us to use our time, energy, and voices to work towards a more just world where the educational playing field is level and all children have the same opportunity to thrive and succeed, regardless of their social, racial, or financial background.

About Children and Screens
Since its inception in 2013, Children and Screens: Institute of Digital Media and Child Development, has become one of the nation’s leading non-profit organizations dedicated to advancing and supporting interdisciplinary scientific research, enhancing human capital in the field, informing and educating the public, and advocating for sound public policy for child health and wellness. For more information, visit Children and Screens website or contact by email here.

The views and opinions that are expressed in this article belong to the experts to whom they are attributed, and do not necessarily reflect the opinions of Children and Screens: Institute of Digital Media and Child Development, or its staff.

Dianne Morales

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As of late, one of our team members had the opportunity to sit down with New York City mayoral candidate Dianne Morales for an interview. After eight years under Mayor Bill de Blasio, New York City will see someone new in the position in 2021, and Morales, a member of the Democratic Party, is jumping at the opportunity.

360: What are the major points of inspiration throughout your life, so far, that have led you to where you are today?

Morales: At my core is a commitment to community, and I learned community at home. I am the youngest of three girls and the daughter of Puerto Rican parents. My mother, a secretary for the Leather Workers’ Union, and my father, a building manager on the waterfront, created a working-class life for us in Bed-Stuy. But our home was not just for me and my sisters. My grandmother, Mami, lived with us my whole childhood. In fact, she and I shared a bed until the day that I left home for college. Our home was a resting place, a layover, a transition point for whoever needed it. There was always someone new sleeping on the couch or joining us at the dinner table. Whether they had just arrived from Puerto Rico, were in between jobs, had just returned from the military or from being incarcerated, there were always other people staying with us while they “got back on their feet.” My parents opened their arms and their front door to whoever needed it. I never questioned this way of life. I was taught, “If you have, then you provide.” We took care of each other. I saw, firsthand, the opportunity created when we each take responsibility, not just for ourselves, but for our neighbors and for our communities. This belief has spurred me on through 30 years in the public sector, as an educator, a foster care worker and a leader of nonprofits.

As I established my own home in Bed-Stuy as a single mom, my children and I recreated the dynamic my parents had built. We always have a few extra people living in our home – whom we often refer to as our “chosen family.” These extended family members have filled my home with love and reciprocal support. In a twist of fate, since the pandemic hit, I have shared my home with my parents and my children. I envision a New York City where we take care of each other, where everyone is welcome to the dinner table, where neighbors provide more support than extra sugar and all of us have a warm place to rest our heads. Although NYC is vast with diversity, we are all inextricably bound together and are only as strong as our most vulnerable link.

360: How can a mayor, as opposed to any other civic official, lead unique positive changes for equity?

Morales: Over the past several months there is a mantra I have been repeating consistently: a budget is a reflection of our values. The mayor has executive power over what gets funded in the city and by how much. Funding for services that contribute to true public safety (access to housing, medical/mental healthcare, economic stability, job training, education) will provide access and opportunity to those who have historically been left behind by our elected officials. Line by line, the budget reveals the values of a city and government. The NYC budget passed in June was a failure. It failed the residents of NYC, who have been raising their voices in protest and demanding a divestment from law enforcement since May 29. It failed those whose lives have been lost at the hands of the NYPD. It failed communities of color that have been disproportionately impacted by violence and brutality.

The budget highlights the need for NYC leadership to put New Yorkers first by investing in communities. The NYC Mayor also has the ability to work to desegregate public schools and impact the quality of education provided to over 1.1 million students, many of whom are students of color living in poverty. This alters the course of a student’s life and provides an entry point to economic mobility and a true career trajectory. New Yorkers deserve a bold, transformational leader who is unapologetically committed to prioritizing justice in the budget’s bottom line. I fundamentally believe that those closest to the problem are closest to the solution. Our city needs a mayor that is in tune with her people and provides a vision for and direction for what is possible.

360: What are some of the most pressing or urgent issues that need attention within New York City, and how would you address them?

Morales: New York’s problems all stem from structural oppression by Race, Gender and Class, so our solutions must go deeper, all the way to the root causes. Too many New Yorkers are living in a time of scarcity, and that’s been going on since long before the virus hit. The are working two jobs, just barely surviving and always one misfortune away from losing everything. Instead of this “Scarcity Economy,” we need a “Solidarity Economy,” and that requires bold action. First, transforming public safety in the city by providing access to the same critical resources found in wealthy communities will be a critical step toward creating the long-term change we need for all to live in dignity. True public safety includes ensuring that every New Yorker has access to “life essentials,” like quality transportation, affordable housing, excellent and equal education and human-centered healthcare. All New Yorkers deserve access to these fundamental resources in order to live in dignity, and it is the necessary floor needed to break through glass ceilings.

Next, we must enhance and overhaul vital infrastructure requiring multi-part, creative solutions that address the deeper issues embedded in the fabric of NYC. To break the racist cycle of poverty that divides our city into the “haves” and the “have-nots,” we will establish a guaranteed minimum income. We will push for universal healthcare and eliminate inequities in the health system faced by women, and especially women of color. We will work to address the persistent segregation of our schools and disrupt the school-to-prison pipeline by replacing school safety officers with trained mental health professionals. The driving force behind all policy initiatives is the experiences, needs and voices of women of color. Particularly, Black women. As the Combahee River Collective wisely wrote in its 1977 statement, “If Black women were free, it would mean that everyone else would have to be free since our freedom would necessitate the destruction of all the systems of oppression.” We know that if New York does right by Black women, the entire city will be better for it.

360: How can you use your personal experiences with serving as a single mother and observing the many other challenges that face New York City residents to enact policy reform?

Morales: So many of New York’s problems have impacted me directly, and so much of who I am and what I know comes from being a mom. My greatest joy is being the mother of my two children, Ben and Gabby. They constantly push me, teach me and nourish me. As a single parent, I share experiences with hundreds of thousands of other New Yorkers. A 2018 study found that single-parent households are the second largest household type in New York City. I navigated New York City’s systems – economic, health and education – on my own. I balanced a budget for my family each month, figuring out how to make it work. My greatest challenge was parenting my children through the NYC education system. The rigid and unforgiving education that my children received did not allow any space for their learning differences. They did not see themselves in the white-centric curriculum and we struggled to find support during their developmental years. Advocating for my children was a full-time job on top of my paying-full-time-job. Again and again I have stood with parents for a more equitable and life-affirming education for our kids. It is with this same community spirit of coalition building, advocacy and bettering of our social safety nets that I will push for policies that support all types of families in NYC.

360: What is one of the most significant components of your background or experiential knowledge that separates you from any other candidate?

Morales: I am, in so many ways, the average New Yorker. I was born and bred in Bed-Stuy. I am an Afro Latina single-mom of two children who survived the New York City public school system. I am a first generation college graduate who came back home to my city after school. I am a woman of color who discovered that I was not being paid the same as my white male counterparts. I’ve watched my neighborhood change, I’ve seen Starbucks replace the corner bodega, and I have spent my weekends marching side by side – 6 feet apart – with my fellow New Yorkers demanding justice for those killed at the hands of a racist policing system. Because I am the average New Yorker, my voice reflects the voices of thousands of others. We share our lived experiences, frustrations and joys. I love New York City because I see our full potential for all of us.

360: How does your previous extensive work with social service nonprofits inform your motivations and goals to serve as Mayor?

Morales: For decades, I worked within the community to address structural inequities burdening communities of color. I worked alongside those experiencing the symptoms of our broken system most acutely – poverty, lack of access to education, homelessness and mental health services. I witnessed firsthand the day-to-day struggles of New Yorkers that are perpetuated by cycles of poverty and oppression. I worked from the ground, up and from the inside, out. But as I hammered away, I recognized these structural and institutional barriers, and began to ask, “So how do we burn them down?” It felt as though I was only tinkering around the edges of the problem and providing Band-Aid solutions to deep, deep wounds. The core, perpetuating issues were centralized and foundational. I realized that if I want to create lasting, effective change, I must address these systemic and political problems at the root. As Mayor, I would carry with me the voices of those I have served.

360: In outlining your points of action and reform for New York City, how does the COVID-19 pandemic affect any of these potential strides for change?

Morales: As we know, COVID-19 is a catastrophe that illuminates all of the cracks and splinters in our broken systems. At first, many claimed the COVID-19 was a “great equalizer,” affecting all people, regardless of race, class or gender. Instead COVID-19 disproportionately impacts people of color and low-income communities. This is not a coincidence or personal failing, but rather the direct result of racist systems, putting structural oppression in stark relief. While some New Yorkers are able to escape crowded areas, arm themselves with personal protective equipment and work remotely, others, namely people of color, are on the front lines providing essential services to our city.

As COVID-19 has had devastating consequences that will leave a lasting impact for years to come, it has also provided us with a unique moment. As we saw after the murder of George Floyd by the Minneapolis police, being homebound and isolated forces us to pay attention. We have paused. We have slowed down. With fewer distractions and a center of focus, folks all across the country have had the veil lifted. People are noticing the interconnected webs of oppression I have lived with and that I have been fighting to dismantle my entire life. In this moment, we need leaders in office who are of, by and for the movement for social change. There is a momentum and hunger for justice that can no longer be ignored. As we overcome the challenge of the disease, I will never let the city forget who is truly essential. Together we will create a world in which front-line workers are truly valued as indispensable. A world where we accompany our applause and platitudes with a livable wage, unquestionable dignity and real community power.

360: What are some of the most rewarding takeaways you have gained from leading several momentous organizations?

Morales: I’ve learned firsthand about the barriers and challenges that people have to overcome in order to gain access to opportunities that are alleged to be available to everyone. I also have watched as community members care for one another to bridge the gaps in access to those opportunities. This is testament to the power of our communities to be true partners in determining the solutions they face when given the resources to do so. Finally, I have been able to bear witness to what is possible when people finally gain access and opportunity and how that has the potential to change the trajectory of people’s lives and transform families and communities.

360: Regarding the national and global movement, Black Lives Matter, how will you utilize your unique identity to empower minorities in the City of New York?

Morales: Like many people of color, I have lived years of my life trying not to take up space. I have seen the ways that my identities – my Blackness, my Latina roots, my politics, my womanhood – make people, namely white people, uncomfortable. In these spaces I would constantly ask myself, “Do I seem too opinionated, too articulate, too aggressive?” I would contort and deflate myself to fit into tight corners and small boxes. I would shrink myself so that others could feel big. When making the decision to run for Mayor of NYC, I decided it was important for me to run as my full, unadulterated, unapologetic, multi-hyphenated self. There would be no more shrinking, questioning or self-doubt. I recognize that by the very nature of stepping into this space, I am opening up a path of possibility. As the first Afro-Latina running for mayor of New York City, I recognize the awesome responsibility I hold. I know that when I speak, unfairly or not, I am representing all Afro-Latina women. Missteps become mass stereotypes. Accolades become communal achievements.

This is both beautiful and deeply terrifying. But in moments of fear, I am guided by a greater purpose to bring with me those whom have been devalued and made to feel small, as I have been; to elevate the voices of those with shared experiences and claim our rightful place in democracy and representation in leadership. People like me, individuals and communities of color, women of color, we must be at the forefront of our politics and policies. I am deeply committed to divesting from racist systems and investing in Black and Brown communities. I am committed to reimagining public safety on our streets and in our schools. I am committed to shifting wealth opportunities to those who have been historically marginalized. I am committed to redressing and repairing the wounds of oppression that scar our city. I am in this race to stand taller in the face of a world that tells me to shrink. I am here to tell them that Black lives are beloved. We matter today and every day forward.

360: To all of the NYC citizens following your efforts to better numerous communities, what are some of the best ways individuals can support your campaign?

Morales: The best way to help me is to join the campaign with a small contribution. I am not a career politician, and unlike other candidates, I have not spent decades cultivating a war chest of people, networks and resources to kickstart my run for mayor. I want to be responsive to the people, not the special interests.. My campaign was born out of my home in Bed-Stuy, out of conversations with my neighbors, friends and colleagues. Our campaign is 100% powered by the people, not the 1%. We are an intersectional coalition of Black and Brown, Latinx, LGBTQIA and working class New Yorkers. We are backed by the people being hit the hardest at this moment in time. I am so incredibly humbled that in the middle of a pandemic, without employment, people are finding a way to donate to our campaign. I know what is at stake and the choices they have had to make to do so. If donating to our campaign is not possible for you during this financially uncertain time, we understand. Visit my website, dianne.nyc, for information and volunteer opportunities. Spread our mission to your fellow New Yorkers. Reach out to join our team. Remember me in November 2021.

To learn more about Dianne Morales, you can click right here. To learn more about her stances and solutions, you can click right here. To support Morales through donations, you can click right here. You can also support her on Twitter and Instagram.

Video Games x Standardized Testing

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Standardized testing in schools is one of the most hotly contested subjects in academics. Does it actually measure academic skills and learning progress? Is there a better, more definitive way to measure those skills? Is standardized testing punishing hard workers and high achievers who also happen to be anxiety-ridden or bad test-takers?

In an interview with CMRubinWorld, video gaming industry veteran and founder of Breakaway Games Doug Whatley said the next step for these pesky measuring sticks is in the video game world.

“We already have simulation games that are capable of being used as a standardized test, so I think there is real promise for many types of tests to be replaced by games,” Whatley said, adding that games are often better, more secure and more affordable tests.

Whatley also predicted that free-to-play games and large market games would close the gap between the two.

“Mobile apps will get bigger and AAA games will get smaller using multiple season type distribution,” he said.

Whatley used that premise to make five more predictions. First, he said video games will cover a wider variety of content. Next, he said phones will become more powerful, thus driving more gamers to mobile devices as a gaming platform. Third, he expects to see games use new media platforms like Zoom and Google Classroom. Fourth, he expects to see more distribution in rolled out packages, like the already popular DLC model, and finally, he anticipates student-created content to be judged and used by peers.

The pandemic has forced education to adapt on its feet, and it appears technology and video games will be beneficiaries of its modern adjustments and pivots.

New COVID-19 Strain In Southeast Asia

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By Eamonn Burke

A mutation of the COVID-19 virus called D614G has been discovered in Southeast Asia, mostly in Malaysia and the Philippines but also in China. The outbreak can be traced back to a man who did not quarantine after his trip from India, causing a 45-case outbreak in Malaysia. The man has since been fined and sentenced to five months in prison. D614G is the leading strain in the United States and Europe, after being discovered in Chicago in June. Now the mutation is quickly spreading across Asia and the entire world.

The mutation is estimated to be up to 10 times more infectious, but “We still don’t have enough solid evidence to say that that will happen,” says Phillipines’ Health Undersecretary Maria Rosario Verviers. A study from Johns Hopkins points to evidence showing that the new virus is not more deadly than the previous strain. Benjamin Cowling of University of Hong Kong agreed: “(D614G) might be a little bit more contagious. We haven’t yet got enough evidence to evaluate that.” A Cell Press paper also corroborates this, saying that the strain will most likely not impact vaccine development. However, Malaysia’s Director-General of Health, Noor Hisham, warns that this may mean that vaccine studies may be incomplete without accounting for the new strain.

A mutating virus is far from an exceptional thing, because it is how they can continue to spread. In fact, the genome of the coronavirus changes about 2 times a month, according to Science Magazine. Some of them help the virus reproduce, others damage it, and some are neutral. These changes can be just a single letter in the genetic code, but it can make the virus much more transmissible. Dr Thushan de Silva, at the University of Sheffield, says that there is not enough evidence to say whether the D614G mutation helps or harms the virus, but he knows that it is not neutral.

This comes as the FDA has just granted emergency authorization for COVID-19 spit tests, which will make testing much easier and much wider spread. The SalivaDirect test, developed at Yale University, will expedite testing by eliminating a time consuming step in the process.

Meanwhile, the United States passes 170,000 deaths from the virus, with infections of children rising as they return to school. New information from the CDC says that rates of COVID-19 in children are increasing. While they make up only 7% of cases in the country, they are responsible for over 20% of them. In addition to this, and in contrast to previous beliefs, “Recent evidence suggests that children likely have the same or higher viral loads in their nasopharynx compared with adults and that children can spread the virus effectively in households and camp settings.”

Data to reinforce this claim can be found in the rising cases among children at schools that have already reopened, including 7,000 in Alabama. Many schools have debated or committed to reversing course and going online. These rising cases correlating with schools reopening “may explain the low incidence in children compared with adults,” says the CDC, suggesting that children’s perceived resistance to transmitting the virus may have been partly a result of simply staying inside – a sobering reminder of the ever changing narrative of COVID-19.

U.S. Soccer Foundation – 300 Mini-Pitches

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300 Mini-Pitches from the U.S. Soccer Foundation Bring Soccer to Underserved Communities Research shows youth sports improve physical and mental health as well as academic performance in communities hit hardest by COVID-19 July 27, 2020 U.S. Soccer Foundation As a traumatic pandemic continues to grip much of America, particularly communities of color, efforts are underway to ensure that children and families across the country have positive recreational opportunities to look forward to when they return to school and play.

The U.S. Soccer Foundation, with the support of its partners, this week reached an important milestone with the installation of the 300th mini-pitch in underserved communities nationwide since 2015. Through a collaborative effort with local governments, youth organizations, school districts, and companies of all sizes, the U.S. Soccer Foundation has continued installing mini-pitches during the pandemic, fulfilling a long-term commitment to children living in underserved communities.

These communities are the hardest hit by the COVID-19 pandemic and will be the slowest to recover, which underscores the importance of these investments. “The trauma that young people in underserved communities face from this pandemic, from the loss of lives to family member’s loss of jobs to the closure of schools and community centers, has been profound,” U.S. Soccer Foundation President & CEO Ed Foster-Simeon said.

“This is an unprecedented escalation in the already challenging circumstances that young people live with, day after day.” “The U.S. Soccer Foundation and our partners are sending a very real message to young people and their families through these projects: We are here for you. We continue to ensure that when communities are ready, more mini-pitches will be there for play.” The U.S. Soccer Foundation’s mini-pitch initiative is responding to a significant challenge faced by youth in underserved communities—a critical shortage of safe places to play.

Since 2015, the Foundation has worked with partners to install mini-pitches in more than 200 communities across the United States and more mini-pitches are on the way. The Foundation plans to install more than 100 in the next year, with a goal of creating a total of 1,000 mini-pitches coast to coast by 2026. With safe surfaces and high-quality lighting, these mini-pitches serve as an ideal place for both pick-up games and free play, as well as high-quality programming, including the Foundation’s Soccer for Success program.

Mini-pitches fit into urban environments or other areas where space is at a premium, providing a safe place for kids to play and for community members to gather right in their neighborhoods. Corporations including Target, Adidas, and Major League Soccer and its clubs are national partners in this initiative and have partnered with the Foundation on hundreds of mini-pitches to date. Last September, Musco Lighting partnered with the U.S. Soccer Foundation to update the mini-pitch with a new modular system including lights, fencing, and goals. On average, these lighted mini-pitches add 2.75 hours of playing time per day on each pitch.

Although participation in youth sports is associated with better health and academic achievement, more than 80 percent of children living in households making less than $25,000 miss out on the benefits of team sports. Furthermore, one in three Americans don’t have a park within a 10-minute walk from home, leaving too many kids without access to a soccer program or safe place for free play. To address these barriers, the Foundation and its partners have committed to increasing access to quality youth development programming and creating 1,000 new mini-pitches nationwide. In addition to providing access, the creation of mini-pitches has lasting community benefits: 98% of communities report that the people in their community are more active and feel safer with the addition of a mini-pitch.

Further, soccer mini-pitches serve as neighborhood gathering places for families, and nearly one-third of the kids who come to play on them are new to soccer. To learn more about the U.S. Soccer Foundation’s work to make soccer everyone’s game, visit itseveryonesgame.org.

The U.S. Soccer Foundation’s programs are the national model for sports-based youth development in underserved communities. Since its founding in 1994, the Foundation has established programs proven to help children embrace an active and healthy lifestyle while nurturing their personal growth beyond sports. Its cost-effective, high-impact initiatives offer safe environments where kids and communities thrive. Headquartered in Washington, D.C., the U.S. Soccer Foundation is a 501(c)(3) organization.

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NYC in Phase 4

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By Eamonn Burke

While the better half of the country is riddled with a massive spike in coronavirus cases, New York City is in the fourth and final phase of reopening, an achievement that governor Andrew Cuomo calls a “hallmark.”

Phase 4 means that sports can resume, as can the entertainment industry. Venues like zoos and gardens can open at 33% capacity. People will also be able to visit popular attractions like the Statue of Liberty and the Empire State Building. These developments come as the U.S hits 4 million coronavirus cases and adds 1 million new cases in just 15 days, mostly coming from southern and western states.

Officials are not overstepping bounds however, careful to remain cautious after seeing the negative effects of early reopening in other states. “I want all New Yorkers to be on high alert,” said Cuomo on Friday, warning of the second wave coming. Indoor dining is still prohibited in the city, and malls, movies theatres, and museums remain closed. Perhaps most impactful is Mayor De Blasio’s statement that schools will not fully reopen. He says the decision will be made in September. He plans for a hybrid open, but the teachers union is prepared for a legal fight if schools are forced to reopen unsafely.

Schools Debate Fall Opening

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By Eamonn Burke

As the Coronavirus spreads at its fastest pace yet in the United States, schools and colleges are facing the tough question of how to face the fall semester. Education facilities from kindergarten to graduate school have to rethink how classes will be run in person, and if they will be run in person at all.

According to the Federal Government, opening all schools in person is the imperative course of action. President Trump and his Education Secretary Betsy DeVos are practically demanding schools to re-open, as Trump even threatened to cut funding to education if they do not. “We’re very much going to put pressure on governors and everybody else to open the schools—get them open.” Trump said at an event last week. Secretary DeVos backed him, asserting that re-opening schools “should absolutely be the goal.”

However, for public school districts and colleges, the situation is not so clear-cut. California, one of the COVID-19 hotspots in the world, the two largest districts of San Diego and Los Angeles have announced that they will not reopen for in-person instruction. Many districts, such as New York City, are pursuing a more hybrid plan, which involves partial in-person learning in three different models propped by Mayor DeBlasio. The state of New York as a whole is allowing districts to open based on certain criteria. In some cases, such as Nashville, districts have actually had to backpedal and turn over plans to re-open in light of the recent spike in coronavirus cases across the nation.

Colleges, both public and private, face the same dilemma. While some have announced full closure in the fall, such as the State universities in California, others such as Harvard, Princeton, and Georgetown will bring students to campus in a limited manner. Harvard and Princeton will have roughly half of the students on campus for each semester, split by grade, although all classes will remain online. Harvard will not discount their tuition, while Princeton will offer 10% off. Other universities such as Carnegie Mellon are offering more flexibility, allowing students to choose which semester to come back and offering some classes with both a remote and in-person option.

Another complicating factor in decisions for colleges are the new restrictions on international students put in place by ICE under Trumps administration. These rules, stating that international students who have only online classes must go back to their country, have caused more than 200 universities to sue the Trump administration, following in suit of Harvard and MIT. These rules were dropped quickly after facing the wide opposition.

Marieme’s New Track: Tumblin

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On her new original song, Tumblin, Marieme pairs a melodic, infectious groove with searing social observations to deliver a message that challenges us to make the most of our potential.

Download and stream “Tumblin” here!

Marieme’s upcoming Los Angeles performances include TASTE at Westfield Century City September 29th, and the Ace Hotel in October 18th. She will perform at the Kick4Life Gala at the Angel Orensanz in New York City on November 1st.

On hundred percent of the proceeds will provide educations to disadvantaged boys and girls in Lesotho, Southern Africa, supporting them to obtain scholarships at schools and colleges in the U.S.

Six months after Marieme was born in the African nation of Mauritania, war broke out between Mauritania and her parents’ native Senegal.

Forced to escape. Marieme and her siblings went to live with their aunt in Senegal while her parents moved to the U.S. It would be five years before her parents would be able to bring the rest of the family to their new home in the Bronx. In the States, Marieme initially learned English through the songs of artists like Christina Aguilera, Britney Spears and Destiny‘s Child.

On her soulful self-titled debut EP, released earlier this year, Marieme explores themes of identity, self-reliance and evolution. Shondaland praised the track “Be The Change” as the perfect reminder that women have the power to be the change and that we need to use it.”

Blackbook hailed it as, “chillingly poignant” and noted, “We couldn’t think of a better anthem to lead the protestors.

Dancing about Architecture says, “Marieme does that most rare of things, she makes pop that sounds both grown up and wonderfully infectious at the same time.”

Marieme recently discussed the relationship between self-acceptance and style and her experiences with colorism and bullying in a candid interview with StyleLikeU’s YouTube channel.

Madonna In Malawi

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