NYT Kristof: We don no nuttin and nobody want us axin quezchins.
Mort Zuckerman
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Subject: NYT Kristof: We don no nuttin and nobody want us axin
quezchins.
Date: Mar 11, 2010 11:33 AM
Huh? Mairkins knowd enuf ta teach
suttin to utter kuntrees?
We not apposta even ax quexchins
are selfishes. Jus Ax dem psychidronies:
http://www.washingtonpost.com/wp-dyn/content/article/2010/03/05/AR2010030504438.html?nav=hcmodule
"Lookey here you allins.
No thinkin an no axin quechins.
It be dangeroidal."
"AN, iffn you ever SAYS we bein
all hippa crittal ta be jujging youz
when we, are selfishness, ain't never
sayed aword abouda Oil Wars an
torchure, well, youz need ta be
rested fer tarerism."
KMDickson
http://www.actionlyme.org
=====================
http://www.nytimes.com/2010/03/11/opinion/11kristof.html?pagewanted=print
March 11, 2010
Op-Ed Columnist
Teach for the World
By NICHOLAS D. KRISTOF
A drumroll, please. In a moment, the winner of my 2010 “win-a-trip”
contest.
But first, a message from the sponsor — that’s me. A generation ago,
the most thrilling program for young people was the Peace Corps.
Today, it’s Teach for America, which this year has attracted 46,000
applicants who are competing for about 4,500 slots.
Peace Corps and Teach for America represent the best ethic of public
service. But at a time when those programs can’t meet the demand from
young people seeking to give back, we need a new initiative: Teach for
the World.
In my mind, Teach for the World would be a one-year program placing
young Americans in schools in developing countries. The Americans
might teach English or computer skills, or coach basketball or debate
teams.
The program would be open to Americans 18 and over. It could be used
for a gap year between high school and college, but more commonly
would offer a detour between college and graduate school or the real
world.
The host country would provide room and board through a host family.
To hold down costs, the Americans would be unpaid and receive only
airplane tickets, a local cellphone and a tiny stipend to cover bus
fares and anti-malaria bed nets.
This would be a government-financed effort to supplement an American
public diplomacy outreach that has been eviscerated over the last few
decades. A similar program, WorldTeach, was founded by a group of
Harvard students in 1986 and does a terrific job. But without
significant support from the American government, it often must charge
participants thousands of dollars for a year’s volunteer work.
Teach for the World also would be an important education initiative
for America itself. Fewer than 30 percent of Americans have passports,
and only one-quarter can converse in a second language. And the place
to learn languages isn’t an American classroom but in the streets of
Quito or Dakar or Cairo.
Here’s a one-word language test to measure whether someone really
knows a foreign country and culture: What’s the word for doorknob?
People who have studied a language in a classroom rarely know the
answer. But those who have been embedded in a country know. America
would be a wiser country if we had more people who knew how to
translate “doorknob.” I would bet that those people who know how to
say doorknob in Farsi almost invariably oppose a military strike on
Iran.
(Just so you don’t drop my column to get a dictionary: pomo de la
puerta in some forms of Spanish; poignée de porte in French; and dash
gireh ye dar in Farsi.)
American universities are belatedly recognizing how provincial they
are and are trying to get more students abroad. Goucher College in
Baltimore requires foreign study, and Princeton University has begun a
program to help incoming students go abroad for a gap year before
college.
The impact of time in the developing world is evident in the work of
Abigail Falik, who was transformed by a summer in a Nicaraguan village
when she was 16. As a Harvard Business School student two years ago,
she won first place in a competition for the best plan for a “social
enterprise.” Now she is the chief executive of the resulting
nonprofit, Global Citizen Year, which gives high school graduates a
gap year working in a developing country.
Global Citizen Year’s first class is in the field now, in Guatemala
and Senegal, teaching English, computers, yoga, drama and other
subjects. Ms. Falik is now accepting applications for the second
class, and in another decade she hopes to have 10,000 students
enrolled annually in Global Citizen Year.
Getting young people more engaged with global issues is also the aim
of my annual “win-a-trip contest,” in which I take a student with me
on a reporting trip to the developing world. And without further
delay: The winner this time is Mitch Smith, a 19-year-old from
Overland Park, Kan., who is studying journalism at the University of
Nebraska-Lincoln. He’s a terrific writer who has never been outside
the United States, so stay tuned for his blogging and videos from
Africa later this year. (One possibility is an overland journey from
Gabon through the two Congos to Angola).
Congratulations as well to the runner-up, Saumya Dave, a medical
student who took a leave from Drexel University so that she could
study writing at Columbia University. The other finalists are Kate
Eaneman of the University of California at Berkeley and Matt
Gillespie, a recent Stanford graduate now at the Hunter College School
of Education. And thanks to the Center for Global Development for
whittling down the pool of 893 applicants for me.
And for those of you who didn’t make it, ask President Obama to create
a Teach for the World so that you can win your own trip.
•
I invite you to visit my blog, On the Ground. Please also join me on
Facebook, watch my YouTube videos and follow me on Twitter.
"[Real] scientists are *fiercely* independent. That's the good
news."-- NIH's Top Fool, Anthony Fauci
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