I was able to buy replacement toothed belts from an industrial seller via eBay by measurement. Actual Gates belts. Mine fit a Smith Corona electric 6TE and the part number is 3M315 but once you know the width and length it’s a matter of translating it into a Gates part number.

In terms of evolution, animals adapt to their ecological conditions, but as humans, we have been able to control our ecological conditions.

First, our numbers have risen by 1.4 billion, nearly a hundred million per year. In other words, we’ve added another China or 40 more Canadas to the world. The growth rate has fallen slightly, but consumption of resources — from fossil fuel to water, from rare earths to good earth — has risen twice as steeply, roughly doubling our impact on nature. This outrunning of population by economic growth has lifted perhaps a billion of the poorest into the outskirts of the working class, mainly in China and India. Yet those in extreme poverty and hunger still number at least a billion. Meanwhile, the wealthiest billion — to which most North Americans and Europeans and many Asians now belong — devour an ever-growing share of natural capital. The commanding heights of this group, the billionaires’ club, has more than 2,200 members with a combined known worth nearing $10 trillion; this super-elite not only consumes at a rate never seen before but also deploys its wealth to influence government policy, media content, and key elections. Such, in a few words, is the shape of the human pyramid today.

this is going to be a really critical year uh for public goods uh generation um and here at year i'm using 00:00:40 you know starting from now through the end of 2022 and the beginning of 2023. uh so what i'm going to go through is a case for why this year really matters and why this decade really matters in 00:00:53 the century

‘Show me a first-generation fortune and I’ll show you a successful partnership between a talented individual and society’s invisible venture capitalist, the commons.’— William H. Gates, Sr

And at the end of the day, Gates is not accountable to governments or to communities. He was not elected, and there is no mechanism for him to be recalled, challenged, or held responsible for faulty policies. He could suddenly decide that he was no longer interested in supporting agriculture in Africa. In that case, the new food system Gates is importing to the African continent would collapse. Political and economic systems are being drastically altered, all at the whim of one person, one foundation.In fact, the differences between this situation — powerful individuals and institutions deciding to mess with the social, political, and economic realities of countries — and the earlier form of colonialism are thin. It’s still advertised as “good intent” and the desire to “civilize” an “uncivilized” people. The only difference is that neocolonialism is quieter and more covert. By design, it provokes less outrage. But the essential power structures remain the same.

espite the foundation’s claims to be investing “within” Africa, The Nation “examined 30,000 charitable grants the foundation has awarded over the past two decades and found that more than 88 percent of the donations — $63 billion — have gone to recipients in the wealthiest, whitest nations, including the United States, Canada, Australia, and European countries.”African groups received only 5 percent of their total funding for NGOs.By withholding critical funding from African institutions, Gates ensures that any technologies developed are owned externally to the continent, keeping power consolidated in Global North institutions.

To do so, they promote “improved” seeds and chemical fertilizers.

Powerful Global North governments, corporations, and individuals today don’t need to resort to explicit violence — invasion, seizure, genocide, and enslavement — in order to control other countries. Instead, they can use structural violence — leveraging aid, market access, and philanthropic interventions in order to force lower-income countries to do what they want.

pilloried

driven by data—where schools use data to identify a problem, select a strategy to address the problem, set a target for improvement, and iterate to make the approach more effective and improve student achievement.

a successful transition from high school to postsecondary education and career-training programs.

regularly use data to continuously improve the supports, instruction, and learning students experience.

real-time assessments for gauging student progress

She op'nd, but to shut Excel'd her power; the Gates wide op'n stood,

And thrice threefold the Gates; three folds were Brass, [ 645 ] Three Iron, three of Adamantine Rock, Impenetrable, impal'd with circling fire, Yet unconsum'd.

significantly increasing student access and success, and eliminating racial/ethnic and socioeconomic disparities in college attainment.

redesigned first-year classes with built-in, just-in-time tutoring and support.

Start in college courses with support.

better alignment with K-12 graduation standards,

accelerate efforts already under way in higher education

increase graduation rates

Identify key ideas, representative authors and works, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.2.Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.3.Demonstrate knowledge of the development of characteristic forms or styles of expression during different historical periods or in different regions.4.Articulate the aesthetic principles that guide the scope and variety of works in the arts and humanities

"compos'd"

between colleges, and out of college into a sustainable career.

better align K-12 standards—including the Common Core State Standards—with higher-education standards.

technology-enabled teaching

Common Core State Standards

providing students and their teachers with more rapid, useful feedback to inform their learning all along the way.

freeing up time for teachers to give students more individualized attention and to focus on more complex tasks.

Ninety-five percent of 12- to 17-year-olds already go online on a regular basis. They use social networks, and create and contribute to websites. Our work is focused on taking full advantage of the kinds of tools and technologies that have transformed every other aspect of life to power up and accelerate students’ learning. We need to do things differently, not just better.

to strengthen the connection between teacher and student.

Bill and Melinda Gates Foundation

Even some foundations and education associations can operate in ways that undermine the momentum for open-learning analytics. For example, in inviting universities to take part in a $4.6-million grant from the Bill & Melinda Gates Foundation for the members of a new Personalized Learning Consortium, the Association of Public and Land-Grant Universities specified that applicants could use only 19 specific products approved by the foundation. All of them are owned by companies. One of them is Acrobatiq; the Gates foundation is also an investor in that company.

> 500 students

Web - based solutions that track a student's progress across most/all reading and writing skills and recommend discrete solutions from multiple providers to help build skills based on student performance

“Solution” is our term for an application, game or website that come s from a single provider and address es some or all reading and writing skills and conte nt areas

e have to ensure that our grantees provide broad availability and affordable access to the products they build using our grant funding. We call this Global Access

test bed schools.

classroom - ready di gital literacy tools,

Additionally, in order to address teachers’ time limitations, the interface that teachers use to customize the sequence or differentiate practice for students must be simple and user friendly in order for it to ever be used

performanc e data to be exportable

Educators believe that technology needs to help them more easily

Just managing distributing and collecting printed copies of 125 student essays per week was overwhelming – and providing edited essays to all students was nearly impossible.

dearth of products

Articulate the weaknesses in the current digital product offering and the gaps between what the market offers and what schools want to buy

innovative courseware solutions

to use writing as a tool for learning, communicating, and facilitating their understanding of the complex texts

riting to read strategies

o close ly read complex texts from both fiction and non - fiction sources ,

while communications skills themselves are predicted to be critical to success in all field s in the 21 st century economy (Partnership for 21st Century Skills, 2009) .

Leveraging the capabilities of interactive technology to create an educational experience that isn’t possible in a physical, paper - based world

Showing students their perfo rmance in order to generate a sense of ownership and agency

Behavioral Engagement ,

use desktop computers or laptops to access web - based applications.

ability to deploy in a variety of learning environments due to the diversity of implementation approaches that schools utilize .

Affective Engagement, which includes interest and pride in success.

Cus tomize the learning scope, sequence, and content

continuing to personalize instruction

performance data

G enerat ing student performance data that can help students, teachers, and parents identify areas for further teaching or practice

Providing digital content aligned to teacher - delivered content to r einforce or help students to apply new concepts

described a vision for technology - supported learning that consists of rich, dynamic learning experiences both onli ne and off, and technology that enables teachers to engage deeply with their students one - on - one or in small groups.

(Education Market Research, 2012) .

curriculum software packages

courseware 7 | P a g e (instructional software)

Increasing the amount of writing

give them the capacity to design and deliver personalized instruction to their students .

real - time feedback

instructional arrangement s where children work together to plan, draft, revise, and edit their compositions

collaboration and peer engagement

The iterative, multi - step, and reflective practice of writing is well suited to digital supports and tools, which generate digital artifacts that can be exchanged and also analyzed to reveal a student’s thinking and skil l development (National Research Council , 2001)

Writing helps students at all grade levels (a) better express thoughts, arguments, and ideas, (b) deepen content knowledge, and (c) demonstrate proficiency (Graham & Perrin, 2007) .

However, tools to support students in developing reading and writing skills are lagging far behind,

help teachers , parents and learners diagnose gaps in students’ knowledge and skill and adapt th e learning experienced based on their progress.

deep, one - on - one engagement with their teacher and other students tha t is often missing from today’s classrooms.

Have low technical requirements – i.e. use standard classroom hardware and are interopera ble with other software solutions

2. I nstructional content discoverability

formative assessment data

Reinforcement of practice

persuasive writing using textual evidence

to use writing to support learning in all subjects , including science and social studies ;

through 8 th - grade

As a baseline, applicants are encouraged to use content formats that have been adopted by the World Wide Web Consortium (W3C)

web - based

Teachers Know Best is a multi-year research effort to better understand how teachers use digital instructional tools and how these tools can be improved to foster personalized learning.

learning experiences that are tailored specifically to their progress

and experiencing the deep, one-on-one engagement with their teacher

accelerating beyond the fixed pace of today’s classroom.

new materials to be developed collaboratively with teachers

95% of students between 12 - to 17 - year - old go online regularly,

Literacy Design Collaborative (LDC

University of Washington ( $610,819 ) The purpose of this award is to develop tools and resources to support school and district leaders in th e implementation of the Common Core State Standards.

Educause

use of massively online open courses (MOOCs) as a part of the post - secondary education process.

If there’s one word to explain how technology can transform edu cation, it’s personalization.

The Foundation is now investing i n develop ment of next - generation instructional tools for teachers and students that will help states and school districts implement the new standards .

self - paced learning

“Higher , ” focuses on the ability of learners to both apply their new - found knowledge and to transfer the knowle dge to different situations.

quick, accurate measurements of progress .

social network abilities already developed in 95% of 12 - to 17 - year olds

game – based learning

hrough innovation...” with special emphasis placed on building and sharing tools, strategies, and standards

teacher feedback systems that allow for both measurement of effectiveness, coupled with development of feedback avenues to support professional development.

how important measurement is to improving the human condition.”

in-class, whole group annotation and discussion

The tools are designed to be simple, flexible, and allow teachers to maintain creative license in how and what they teach.

helping teachers bring the Common Core to life.

Teachers who are using these tools

Consistent standards allow teachers to create a community where they can connect with each other, learn from each other, share with each other, and improve their practice with each other.

college and career

developed by teachers

COLLEGE-READY EDUCATION PARTNERS

part of the fabric of schools around the country

we’re working with teachers to design materials

customized pathways to achievement,

Blending

Blending

Ninety-five percent of 12- to 17-year-olds already go online on a regular basis. They use social networks, and create and contribute to websites. Our work is focused on taking full advantage of the kinds of tools and technologies that have transformed every other aspect of life to power up and accelerate students’ learning. We need to do things differently, not just better.

to strengthen the connection between teacher and student.

new generation of courseware

in and out of school, in person and online, together and independently.

individual needs,

a globally connected, information saturated world.

game-based learning that generates rich data about students’ progress

When learning is personalized,

In personalized learning, the student is the leader, and the teacher is the activator and the advisor.

increase low-income students’ college completion rates

Nearly three out of four postsecondary students today are not enrolled in a full-time, four-year degree program. They are balancing jobs, family, and other priorities as they work to finish their studies.

test the use of interactive online learning platforms in 17 courses across seven universities.