Copilot Sent by Copilot: That’s a great perspective, Mark! Finding purpose and fulfillment through work can be incredibly rewarding. It’s true that everyone has different views on what brings meaning to their lives, and it’s all about finding what works best for you. Just like avoiding sunburns, it’s important to balance work with other aspects of life to stay healthy and happy. What kind of work or projects are you passionate about? 😊 You Sent by you: I'm rather smart so I want to put that to use in anyway I can. I am also getting old and don't want to become senile. I am 56. Copilot Sent by Copilot: It’s fantastic that you want to keep your mind active and make the most of your intelligence, Mark! Staying mentally engaged is a great way to maintain cognitive health as you age. Here are a few ideas to help you put your skills to good use and keep your mind sharp: Lifelong Learning: Consider taking up new courses or learning new skills. Online platforms like Coursera, edX, and Khan Academy offer a wide range of subjects. Volunteering: Sharing your knowledge and experience through volunteering can be incredibly fulfilling. You could mentor young professionals or help out in community projects. Hobbies and Interests: Engaging in activities that challenge your brain, such as puzzles, chess, or even learning a new language, can be very beneficial. Reading and Writing: Reading widely and writing, whether it’s journaling, blogging, or even working on a book, can keep your mind active. Physical Activity: Regular exercise is also crucial for maintaining cognitive health. Activities like walking, yoga, or swimming can be great. What kind of activities or subjects are you most interested in? 😊 You Sent by you: Some conflicts are winding down right now, so I assume people might be interested in recovery or rebirth in the near future. Copilot Sent by Copilot: That’s a hopeful perspective, Mark. Indeed, some conflicts are showing signs of winding down, such as those in Libya, Syria, and Yemen1. This period of transition can be an opportunity for recovery and rebuilding, focusing on healing and creating a better future. Recovery and rebirth after conflict often involve: Reconstruction: Rebuilding infrastructure, homes, and public services. Reconciliation: Healing divisions within communities and fostering peace. Economic Development: Reviving local economies and creating job opportunities. Mental Health Support: Providing psychological support to those affected by the conflict. Education and Training: Ensuring access to education and vocational training to empower individuals. It’s a time for communities to come together, support one another, and work towards a more stable and prosperous future. What aspects of recovery and rebirth do you find most important or interesting? 🌱✨ 1: Crisis Group - 10 Conflicts to Watch in 2024. Learn more 1 crisisgroup.org 2 cfr.org 3 bbc.com 4 news.un.org You Sent by you: Probably healing and creativity and science and use of board games. Copilot Sent by Copilot: Those are wonderful areas to focus on for recovery and rebirth! Each of these can play a significant role in helping communities and individuals heal and grow. Here’s how they can contribute: Healing Mental Health Support: Providing access to counseling and therapy can help individuals process trauma and rebuild their lives. Community Programs: Initiatives that bring people together, such as support groups and community events, can foster a sense of belonging and mutual support. Creativity Art and Music Therapy: These can be powerful tools for expression and healing, helping people process their emotions and experiences. Public Art Projects: Murals, sculptures, and other public art can beautify communities and provide a sense of pride and identity. Science Innovative Solutions: Scientific research and technological advancements can address challenges such as healthcare, clean water, and sustainable energy. Education and Research: Investing in education and research institutions can drive long-term development and innovation. Board Games Cognitive Benefits: Board games can improve cognitive functions, such as memory, problem-solving, and strategic thinking. Social Interaction: They provide a fun way for people to connect, build relationships, and strengthen community bonds. Educational Value: Many board games are designed to teach various skills, from math and language to critical thinking and teamwork.
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BIG NEWS: Jewish caucus inserts anti-bias ‘guardrails’ into California ethnic studies law Copy to clipboard Share on Facebook Share on X Share on Bluesky Share on Reddit Share on Email Print Article Republish Article Jewish groups took issue with the inclusion in the curriculum of an Ana Tijoux and Shadia Monsour song containing the lyric “Free Palestine.” Jewish groups took issue with the inclusion in the curriculum of an Ana Tijoux and Shadia Monsour song containing the lyric “Free Palestine.” Image by YouTube By Gabe Stutman September 3, 2020 On Monday, California took a major step toward becoming the first state in the country to mandate completion of an ethnic studies course as a requirement for high school graduation. Assembly Bill 331, which will require all public high schools (including charter schools) to offer the course by 2025 and will make ethnic studies a prerequisite to graduate by 2029, passed the Legislature and now heads to Gov. Gavin Newsom’s desk with the full expectation he will sign it. Jose Medina presenting AB331 to the California Assembly Education Committee in March 2019. Medina is the author of the bill, which would make ethnic studies a high school requirement, and approved the Jewish caucus’ “guardrail” additions to the bill. Image by Twitter Free morning newsletter Forwarding the News Thoughtful, balanced reporting from the Forward and around the web, bringing you updated news and analysis each day. Terms(Required) I agree to the Forward's Terms of Service and Privacy Policy Email(Required) Your email address Members of the California Legislative Jewish Caucus — having dealt with anxiety and outrage in the Jewish community about the first draft of an ethnic studies model curriculum that many say contained anti-Jewish and anti-Israel bias — are now breathing easier thanks to “guardrail” language they helped insert into AB 331 less than a week before the state Senate voted it through. Supporters say the extra language, borrowed from existing provisions of the California Education Code, will help head off potential anti-Jewish or anti-Israel bias from creeping back into the model curriculum, a document of more than 400 pages currently in its final public comment phase. The stipulations are threefold. They state that any ethnic studies instruction under state auspices must “be appropriate for use with pupils of all races, religions, genders, sexual orientations, and diverse ethnic and cultural backgrounds,” must “not teach or promote religious doctrine” and must not “reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.” Section 220 of the state’s education code protects individuals from discrimination based on, among other characteristics, nationality, race or ethnicity, and religion. Jewish groups took issue with the inclusion in the curriculum of an Ana Tijoux and Shadia Monsour song containing the lyric “Free Palestine.” Jewish groups took issue with the inclusion in the curriculum of an Ana Tijoux and Shadia Monsour song containing the lyric “Free Palestine.” Image by YouTube The Legislature’s 16-member Jewish caucus issued a press release Aug. 31 celebrating the inclusion of the three new rules, which had to be greenlit by the bill’s author, Democratic Assembly member Jose Medina of Riverside, an associate member of the caucus and a former ethnic studies teacher himself. “We are pleased that AB 331 now includes firm guardrails that will prohibit the teaching of any curriculum that promotes bias, bigotry or discrimination, including against Jews or Israelis,” read the statement from state Sen. Ben Allen of Santa Monica and Assembly member Jesse Gabriel of Encino, chair and vice chair of the Jewish caucus. “These guardrails were developed in direct response to concerns about offensive anti-Jewish and anti-Israel content … and send a clear and unequivocal message to every school district in California that bigotry and discrimination have no place in our classrooms.” After a revised curriculum was released last month, Jewish and pro-Israel groups, including members of the Jewish caucus, were pleased to see controversial language critical of Israel removed. Still, many people are advocating vigorously for Palestinian issues to be put back, including representatives of the Bay Area’s Arab Resource and Organizing Center and Jewish Voice for Peace. “There are still folks coming to the [California Department of Education] to reinsert BDS back into the curriculum,” Gabriel said in a Sept. 1 phone call with J. The boycott, divestment and sanctions movement against Israel received a number of mentions in the first draft, where it was described as a global social movement to “establish freedom for Palestinians living under apartheid conditions.” There was no pro-Israel counterpoint provided in the earlier model curriculum. Members of ADL’s Advocacy and Engagement Committee, along with staff, met with Assemblymember Jesse Gabriel at his district office in Woodland Hills on January 10 Members of ADL’s Advocacy and Engagement Committee, along with staff, met with Assemblymember Jesse Gabriel at his district office in Woodland Hills on January 10. Image by ADL “The Legislature has now weighed in,” Gabriel declared, “and again explicitly told the CDE, ‘Don’t do this. You need to write a curriculum free of bigotry, discrimination and bias.’” The content of the lessons will be guided by the ethnic studies model curriculum, which is undergoing a final public review period through Sept. 30. A full draft can be accessed on the CDE website. Public comments can be made by email to ethnicstudies@cde.ca.gov. The curriculum is still subject to revisions by the Department of Education, which by law must approve the model by March 31, 2021. Hundreds of high schools across the state, including some in San Francisco and Oakland, already offer instruction on ethnic studies, the interdisciplinary study of race and ethnicity with a focus on people of color. In 2015, the Oakland Unified School District board voted to require all district high schools to at least offer an ethnic studies course, which has been shown to improve outcomes for students of color. This story originally appeared in Jweekly.com.Reposted with permission.
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