Are You the Next Apprentice?

Published in the January issue of Next Step Magazine
http://www.nextstepmagazine.com/nextstep/articlePage1.aspx?artId=3520&categoryId=61


Preparing for an exciting career does not have to burn a hole in your pocket.As an apprentice, you can earn a paycheck while learning valuable skills from experienced professionals in a wide variety of trades.

Apprenticeships are as diverse as the careers that offer them, including carpentry, electrical work, firefighting, health services and more.

“The more training you have, the more likely you are to find employment,” says Randy Ambuehl, training director of the Electrical Industry Joint Apprenticeship Training Committee (JATC) in Washington state.

In addition to on-the-job training, apprentices receive classroom instruction, usually at a community or technical college. Most courses are offered at night and on the weekends.

At the end of the training program, which can last from two to five years, an apprentice receives a Certificate of Completion.

Someone who earns this nationally recognized credential is called a journey level worker or journeyman.

Who can be an apprentice?

Although some trades require apprentices to be at least 18 years old, others take on apprentices as young as 16. Still others, called youth apprenticeships, are specifically designed for teens.

Wisconsin’s statewide Youth Apprenticeship Program allows students to do paid work in fields ranging from health care to information technology, while taking related courses and possibly receiving college credit.

What’s required in an apprenticeship?

Apprenticeship programs vary greatly in their requirements. Applicants may be asked to provide a high school diploma or scores from the General Aptitude Test Battery (GATB), administered by the U.S. Department of Labor Employment Services.

Depending on the occupation, apprentices may also be required to complete certain math courses or electives, such as algebra, mechanical drawing or shop classes.

“As in any occupation, you’re going to have to be dependable,” says Ambuehl. “Construction is a team sport, so you need to be relatively physically fit—and interpersonal skills are good to have also.”

How much will I make?

One of the great things about apprenticeships is that they provide a chance to receive free training. Your sponsor—the company you work for, a trade association, or an educational trust—will typically cover the cost of your apprenticeship program. At most, you may be asked to pay for books, tools, or other necessary
materials.

Apprentices are generally full-time employees, earning wages that begin at approximately 40 percent of what a journeyman makes. As their training progresses, so does their pay, often equaling 90 percent of a journeyman’s wages toward the end of the program.

In many occupations, they are also eligible for benefits such as health care and vacation pay.

Wages for apprentices and journeymen depend greatly on the trade, region, and whether the apprenticeship is with a union or non-union employer.

How do I get an apprenticeship?

You can find an apprenticeship directly through a company, a labor organization, a trade association, or your local labor department.

As long as you are willing to put in the time and work, an apprenticeship can be a great opportunity to learn new skills and get to know a trade while earning money.

Losing Liberal Arts

Published in the January 2010 issue of In These Times.
http://www.inthesetimes.com/article/5312/losing_liberal_arts

At the end of the 2007-2008 academic year, shrinking enrollment and a budget crisis forced Antioch College to close its doors after 156 years of progressive liberal arts education. Other liberal arts colleges and programs are under

similar stress. University of California-Santa Cruz is not accepting applications to its History of Consciousness for the 2010-2011 academic year. Goddard College underwent dramatic restructuring in 2002, and the New College of California ended operations in 2008. These losses are emblematic of the hardships facing liberal arts and humanities programs.

In light of rising costs, students fear liberal arts degrees are not worth the price tag. Consequently, interest in the liberal arts and humanities is on the wane, and the education they provide runs the risk of becoming restricted to elites who are rich in capital—cultural and otherwise. The liberal arts are not the only source of a valuable education, but they place an unparalleled emphasis on critical thinking, integrated learning and civic engagement. The growing inaccessibility threatens to deepen the divide between a well-educated elite (once called the ruling class) and a technically proficient, but less broadly educated, middle and working class.

In the face of financial insecurity, students, colleges and universities have begun to calculate the value of higher education in terms of the “bottom line.” As tuition skyrockets and education becomes more unaffordable, students want assurances that their degrees will benefit them financially. A 2004 UCLA survey of incoming freshmen at 700 colleges and universities reported that the top reasons chosen for going to college included “to get training for a specific career” (74.6 percent), “to be able to get a better job” (71.8 percent), and/or “to be able to make more money” (70.1 percent). Meanwhile, over the last 25 years tuition has risen by 440 percent—more than four times the rate of inflation.

A college degree is no longer a dependable ticket to a middle-class lifestyle. Though a 2006 study commissioned by the Association of American Colleges & Universities showed that business leaders seek employees with a wide base of skills and knowledge, recent graduates are not finding a higher education advantageous amid the economic downturn. The job market for college graduates dropped 40 percent in 2009, according to a Michigan State University study of 2,500 companies nationwide. For many graduates lucky enough to find employment, the recession has meant taking low-paying retail or customer service jobs while struggling to pay off student loans.

Meanwhile, colleges and universities are explicitly gearing their curricula toward the job market, including tailoring academic programs toward the needs of local corporations. Macalester College President Brian Rosenberg predicts that “20 years from now there will be fewer colleges that fall under the category of small residential liberal arts colleges.” Data on emerging trends seems to agree. In an article in Inside Higher Ed, “The Case of the Disappearing Liberal Arts College,” Roger G. Baldwin and Vicki L. Baker write that “national data on liberal arts colleges suggest that their numbers are decreasing as many evolve into ‘professional colleges’ or other types of higher education institutions.”

Some, like Massachusetts Higher Education Commissioner Richard M. Freeland, hail this development. Freeland is part of a movement to connect liberal arts and professional programs through the inclusion of internships, practical skill development, study abroad programs and experiential education. He argues that advocacy for a stronger emphasis on practical skills can complement the traditional goals of liberal learning.

Yet, it is unclear if liberal arts colleges will be able to undergo this transformation and retain their core missions. “Whether you can sustain the intensity of focus on the liberal arts portion while still doing all those other things is an open question,” says Rosenberg.

As colleges and universities strive to become more profitable, faculty are coping with their own economic squeeze. Over the past three decades, colleges and universities have replaced tenure-track faculty positions with contract positions, often part-time. In his 2008 book The Last Professors: The Corporate University and the Fate of the Humanities (Fordham University Press), Ohio State University English professor Frank Donoghue writes that tenure-track and tenured professors now make up only 35 percent of college faculty, and that number is steadily falling. He notes that the decline in tenured positions has disproportionately affected faculty in liberal arts and humanities programs, which lack the government and private funding enjoyed by other departments. In turn, aspiring professors are becoming discouraged by the prospect of juggling multiple academic adjunct positions for little pay and no job security.

The current recession has greatly amplified existing pressures on liberal arts and humanities programs. Thomas H. Benton writes in his Chronicle of Higher Education article “Graduate School in the Humanities: Just Don’t Go,” that universities have “historically taken advantage of recessions to bring austerity to teaching” through hiring freezes, early retirements, and the replacement of tenured faculty with adjuncts. He writes, “When the recession ends, the hiring freezes will become permanent, since departments will have demonstrated that they can function with fewer tenured faculty members.”

Students, too, are likely to face the long-lasting consequences of shrinking endowments at private colleges and budget cuts at public institutions.

This past year, the director of financial aid at Reed College tasked the admissions team to not send acceptance letters to 100 scholarship students and instead find 100 students rich enough to pay $49,950 per year for tuition, room and board.

If liberal arts colleges such as Reed are unable to recover from financial hardship, they risk losing their economic, social and ethnic diversity.

In turn, students lacking a privileged background may be denied access to a liberal arts education, regardless of their achievements or aspirations.

“Figuring out a way with smaller endowments to provide the financial aid necessary to enroll an economically diverse student body—and to pay for all the other things that you have to pay for at a college—is a very big challenge,” says Rosenberg of Macalester College.

“One of the risks that we have to attend to is not becoming the educational equivalent of a BMW.”

If a liberal arts education becomes a luxury, the implications for civil society are profound. A broad-based higher education provides an environment that fosters the critical thinking skills that are the hallmark of informed, responsible citizenship. Disparity in education equals disparity in power. By making a well-rounded education available only to the elite, we move one step closer to a society of two classes: one taught to think and rule and another groomed to follow and obey.

Politics of Denial

Published September 24, 2009 in Middle East Mirror.
http://www.middleeastmirror.com/politics%20of%20denial.html

History is political. And in a region fraught with battles over legitimacy, where each group prizes the mantle of righteous victimhood, the political implications of history are deeply felt. Unfortunately, when political ideologies obscure our common humanity, conflicts over history can generate a climate of denial.

In the Middle East, the present reverberates with historical suffering. On Yom HaShoah in Israel, sirens mark the tragedy of the Nazi genocide, and the nation comes to a stop as Israelis stand at attention and remember the loss of six million. Memorials to the victims of terrorism dot the country. Each year Palestinians remember the Nakba ("Catastrophe") with demonstrations commemorating the exile of 750,000 Palestinians during the 1948 war. Shaheed ("martyr") posters cover the walls of refugee camps in Gaza and the West Bank. The faces of martyrs are also omnipresent in Iran, where passion plays mourning Shia leader Imam Hussein swirl with memories of bloodshed in the Islamic Revolution and Iran-Iraq War.

Denying the suffering of others can serve multiple political purposes. For example, rejecting the Holocaust or the Nakba can be a vehicle to challenge Israel's right to exist or Palestinians' right of return. Denial--especially when victims are accused of emotional manipulation--can also undercut sympathy for adversaries, which is especially critical in a battle over international opinion.

Denying the Holocaust

Before heading to the United Nations General Assembly in New York, Iran's President Mahmoud Ahmadinejad made a speech during Iran's annual Quds Day (Jerusalem Day) rally labeling the Holocaust "a lie" and "a mythical claim". The speech was one of many expressions of denial from the Iranian government, which in December 2006 convened a conference challenging the authenticity of the Holocaust. According to NPR diplomatic correspondent Mike Shuster, the Iranian government's Holocaust denial serves the political purpose of delegitimizing Israel's existence while diverting attention from domestic problems such as its troubled economy.

Holocaust denial also runs rampant throughout the Arab Middle East, appearing often in newspapers and other media. As the U.N. Relief and Works Agency discussed plans to teach about the Holocaust in its Gaza schools, Hamas spiritual leader Younis al-Astal condemned the curriculum as a "war crime." In a written statement, Al-Astal called the curriculum tantamount to "marketing a lie and spreading it," arguing that it "serves the Zionist colonizers."

In an April editorial in the Israeli newspaper Haaretz, Palestinian writer Aziz Abu Sarah wrote of his decision to commemorate Holocaust Remembrance Day by watching the film Schindler's List. His reflections reveal much about the impulse to deny the suffering of those on the opposing side of a conflict. "As Palestinians, we simply did not learn about [the Holocaust]," he wrote. "There was a stigma attached to it, an understanding that Israel would use the Holocaust to lobby for sympathy, then turn and use the sympathy as a terrible weapon against the Palestinian people…. Deep down, I think I felt that by acknowledging their pain, I would betray or marginalize my own suffering."

Silencing the Nakba

Denial cuts both ways, however. Israeli Education Minister Gideon Sa'ar recently announced his intention to remove mention of the Nakba from textbooks, arguing that the subject would encourage extremism among Arab-Israelis. Notably, Israeli textbooks bore no mention of the Nakba at all until Israel's former Education Minister Yuli Tamir approved a text broaching the subject in 2007.

In an interview with the Institute for Middle East Understanding, Israeli activist Eitan Bronstein, founder of the organization Zochrot ("Remembering"), described the lack of awareness about the Nakba in Israel. "When it comes to the Nakba and what was there before Israel was created, it's a big hole, a black hole and people don't know how to deal with it," he said. There is, in part, a linguistic reason for this gap: during the 1948 war, many Palestinian villages were destroyed or depopulated, and the names of those that remained were changed from Arabic to Hebrew.

In May, Israel's Ministerial Committee on Legislation approved a motion to ban Nakba Day commemorations of the birth of the refugee crisis. According to the motion, brought before the committee by Knesset Member Alex Miller of the far-right Yisrael Beiteinu ("Israel Is Our Home") party, anyone observing Nakba Day could receive up to three years in jail. The motion was a source of heated controversy between those who opposed it on free speech grounds and those who alleged the Nakba demonstrations constituted "incitement" against the State of Israel.

The Armenian Genocide

In Turkey, the government refuses to acknowledge the Armenian Genocide that claimed an estimated 1.5 million Armenian lives in the Ottoman Empire during and shortly after World War I. As with the Nakba, the Turkish avoidance of history has a linguistic side. Because of Turkey's 1928 language reform, during which Turkey switched from an Arabic alphabet to a Latin-based alphabet, most Turks are unable to read Ottoman-era writings.

In April 2007, Turkey objected to the wording of a U.N. exhibition entitled "Lessons from Rwanda," which included the following sentence: "Following World War 1, during which one million Armenians were murdered in Turkey, Polish lawyer Raphael Lemkin urged the United Nations to recognize crimes of barbarity as international crimes." The objection caused a delay in the opening of the exhibition, which occurred three weeks later after a compromise wording was created.

Official rejection of the genocide has had real consequences for Turkish artists and intellectuals courageous enough to address the issue. Under the controversial Article 301 of the Turkish Penal Code, which took effect in 2005, it is a crime to insult Turkey, the Turkish ethnicity, or Turkish government institutions. The article has enabled prominent Turkish novelists Orhan Pamuk and Elif Shafak to be brought to trial for referencing the genocide, though charges were dropped in both cases. However, the grave repercussions of denial came through in 2006, when renowned Armenian-Turkish journalist Hrant Dink was prosecuted under Article 301 and was subsequently assassinated in January 2007. The assassination took place shortly after Dink appeared in the documentary Screamers, about denial of the Armenian Genocide.

Recognition and Reconciliation

The act of acknowledging and honoring others' suffering is an essential part of reconciliation. In an interview with JustVision, Aziz Abu Sarah told of his desire for revenge after his brother died from injuries he sustained during beatings in an Israeli prison. However, after a family friend persuaded Abu Sarah and his parents to participate in the dialogue organization the Bereaved Families Forum, his growing awareness of Israeli grief prompted him to become a peace activist.

On a larger scale, such encounters can play a significant role in dismantling the climate of denial and transforming conflicts. Acknowledging past suffering does not mean excusing present-day injustices. Rather, by recognizing others' pain, it is possible to reverse the battle over victimhood and establish meaningful human connections.

Narratives War

Published in Middle East Mirror on September 23, 2009
http://www.middleeastmirror.com/narratives%20war.html

This week, President Obama hosted Israeli Prime Minister Benjamin Netanyahu and Palestinian Authority President Mahmoud Abbas at his New York hotel on the sidelines of the U.N. General Assembly gathering. While a step in the right direction, the meeting generated little hope for renewed negotiations between the two sides. Indeed, with the rising power of Hamas and a rightward shift in Israeli politics, most experts are casting grim predictions of ongoing deadlock that could spell the death of the two-state solution.

Yet polls show majorities of Israelis and Palestinians to support a peace settlement, and a consensus exists over the general framework of such a solution. In fact, the deepest source of contention is not whether peace is desirable or what its parameters should be. Rather, it is an all-out war of historical narratives playing out on an international stage, and the American public has front row seats.

At a fundamental level, each side of this narrative battle seeks to establish a monopoly on victimhood, delegitimizing the other's suffering while sanctifying its own. Each perceives itself as a heroic David battling an intractable Goliath, viewing the conflict through the lens of past victimization. When suicide bombers and rockets strike their cities, Israelis recall centuries of persecution culminating in genocide and wars in which they seemed hopelessly pitted against multiple armies. And when tanks and missiles tear through their streets, Palestinians remember their exiles in 1948 and 1967 and decades of occupation.

As universally human and understandable as this tendency is, it creates an obstacle to reconciliation that must be overcome if a peace settlement is to move forward. A just and lasting peace cannot come about by merely delineating borders and agreeing to end violence; it must include mutual recognition and dialogue.

Because the narratives war involves the international community, such dialogue must also take place internationally, especially in the United States. Since the creation of the State of Israel, and particularly after its sweeping, monumental victory in the Six Day War of 1967, the United States has played an important role in Israeli affairs. Because of Israel's dependence on diplomatic, military, and economic support from the U.S., both sides of the conflict are acutely aware of the necessity of swaying American public opinion. This has translated into a fierce battle over academic and media channels and the access granted them to American hearts and minds.

A major source of contention is the use of language, whether in labeling geographical locations, deciding what to call perpetrators of violence, or invalidating the opposing narrative. The West Bank becomes Judea and Samaria; terrorists become martyrs; and the peace process becomes the "peace process."

In today's Information Age, the proliferation of media has greatly increased the scope of the narratives war. College campuses have also become battlegrounds. Troublingly, the physical and rhetorical conflicts have even merged, and journalists have become targets for those who wish to silence them.

Those who care about Middle East peace can play a leading role in transforming this ideological conflict. By creating dialogue that honors both narratives, the international community can transcend the polarization surrounding this issue and help pave the way for genuine peace.

Colleges for Free Thinkers

Published in the September issue of Next Step Magazine : http://www.nextstepmagazine.com/nextstep/articlepage1.aspx?artId=3428&categoryId=59

Do you often wonder how your schoolwork relates to the real world? Or perhaps you have trouble remembering names and dates for history tests but write amazing essays on the lessons of history.

If this sounds like you, then you may be interested in one of the innovative colleges that offer an alternative to the traditional college experience.

Student-designed curriculum

Some students take comfort in the familiar academic structure of grades, exams and course requirements. However, there are some students who thrive much better in a self-directed learning environment with the freedom to decide their own courses of study.

At The Evergreen State College in Olympia, Wash., students enroll not in individual courses, but in interdisciplinary programs, such as “Health and Human Development,” “Writing for Change” or “Music, Math and Motion.” Each program explores a theme or question from a variety of angles.

Like their peers at Evergreen, students at Bennington College in rural Vermont design their own interdisciplinary courses and receive detailed written evaluations rather than grades. The interdisciplinary format allows students to learn about a subject in depth, discovering the connections between different themes or ideas.

At St. John’s College, a small, rigorous college with campuses in Maryland and New Mexico, there are no textbooks or lectures. Instead, students read great works of literature, study mathematics and learn to write classical music. At the end of each semester, rather than receiving a grade, students meet with instructors for a no-holds-barred evaluation.

Evaluations are “much more informative than letter grades,” says Evergreen alum Andy Cornell. “But lackluster work will be much more glaring if you aren’t on your game.”

Real-world experience

Many of these schools strive to bridge the gap between the classroom and the real world. Eugene Lang, part of the New School for Social Research, is located in the heart of New York City and offers opportunities to intern at the U.N. Relief Work Agency, teach kids to read in Harlem, or learn directly from curators at the Museum of Modern Art.

A high proportion (64 percent) of students at Earlham, an Indiana college founded by Quakers, study abroad through opportunities like peace studies programs in Northern Ireland and the Middle East. Many are also active volunteers, collectively contributing 30,000 hours to volunteerism. These experiences help students break out of the campus bubble and bridge the gap between theory and practice.

Small classes

With a total enrollment of fewer than 800 students, the New College of Florida is a close-knit campus where students call their faculty by their first names and meet with them at cafés to discuss philosophy.

Vermont’s Marlboro College is even smaller, with an enrollment of only 330 students, allowing for close interaction with faculty, including advanced one-on-one instruction called tutorials.

Campus life

The college experience is about more than just academics, though, and campus life can be as unique as the classroom environment. Whether it’s an abundance of vegetarian food in the dining hall or the tendency of students to be involved in social activism, these campuses foster an appreciation for individuality that attracts independent thinkers.

At Hampshire College in Amherst, Mass., the longest running student group is Mixed Nuts, a food co-op that provides organic food to students and community members.

On Bard’s rural New York campus, student-written “zines”—homemade, low-budget magazines about anything from music to politics—are popular, and the college houses what is reputed to be the largest zine library on the East Coast.

Portland, Oregon’s quirky, intellectual Reed College offers theme dorms, including one about ancient civilizations and an organic-friendly co-op.

Is a nontraditional college for you?

Students who thrive at nontraditional colleges like to take the initiative in their own educations.

“I wanted to learn for the sake of knowledge, not for just the degree,” says Rachel, a St. John’s alum. She adds that the curriculum there is unique because it “trains you to look at the world critically and form your own opinion.”

Of course, nontraditional colleges are not for everyone. Their rigorous but unstructured academics can cause some students to fall through the cracks. For the right student, however, these extraordinary learning environments offer a true chance to blossom as a thinker and a person.

Trade Your Job

Published in Fall 2009 issue of YES! Magazine: http://www.yesmagazine.com/issues/learn-as-you-go/trade-your-job

The old apprenticeship model of learning by doing gets new life as people who’ve been left out of the job market train to meet the growing demand for green-collar workers.

Youth participants in the ¡Youthworks! Green Collar Jobs Apprenticeship Program in Santa Fe, New Mexico. Photo courtesy of ¡YouthWorks!

In the last 30 years, wages have dropped for people without college degrees. But in Pierce County, Washington, high school students who aren’t headed for college are learning to retrofit houses; they stand to make up to $50 an hour once they’re experienced journeymen. In Lansing, Michigan, unemployed auto workers can get up to $10,000 to train for new careers in renewable energy. These people, and others nationwide, are part of a rapidly expanding market for green-collar workers.

Since green-collar job training is affordable—usually requiring an associate’s degree at most—and since these jobs typically offer good living wages, they represent a pathway out of poverty and into the middle class.

“If a job improves the environment but doesn’t provide a family-supporting wage or a career ladder to move low-income workers into higher-skilled occupations, it is not a green-collar job,” says Sam Haswell of the Apollo Alliance, a coalition formed in 2001 to push for a clean-energy revolution.

Photo courtesy of ¡YouthWorks!

According to a 2009 report by the American Solar Energy Society, there were 9 million green-collar jobs in the United States in 2007, and 37 million could be created by 2030 if policymakers support renewable energy and energy efficiency initiatives at the state and federal level.

“We must build a 21st century workforce in America to compete in the new clean energy economy,” says Apollo Alliance Chair Phil Angelides. “This means training a new generation of workers to fill a wide range of skilled jobs in the rapidly growing green sector.”

The need for green workforce development has produced unprecedented collaboration among labor and environmental organizations, government agencies, schools, and businesses. There’s a return to the apprenticeship model of learning by doing and a growing acknowledgement that valuable education happens outside the classroom.

In Bellingham, Washington, which NPR’s Marketplace recently declared “the epicenter of a new economic model,” the Opportunity Council’s Building Performance Center is teaming up with Bellingham Technical College to provide green workforce development. “We feel like this training has to take place on the job and in the field,” says the Center’s director, John Davies. “The training has to include hands-on learning along with the learning that takes place in the classroom.”

The Center is one of 26 agencies participating in a state-run project that sends trainers to teach home audits and energy retrofits in communities across Washington, including those not served by established training programs. Led by experienced peer technicians, these sessions are customized to meet the specific needs of Washington agencies that provide low-income weatherization services.

Photo courtesy of ¡YouthWorks!

Sound Alliance, in Pierce County, Washington, matches women, people of color, youth, and members of other traditionally disadvantaged groups with openings in green-collar apprenticeship programs. Like other Industrial Areas Foundation organizations, the Sound Alliance empowers people to create change and become grassroots leaders. One leader, Steve Gelb, emphasizes the need to train workers in deep retrofitting, which involves not only simple weatherization, but replacing furnaces and water heaters. Doing so saves more energy and also creates higher-skilled jobs, Gelb says.

When youth and people from disadvantaged communities step into such high-demand, high-salary jobs, it not only gives them an avenue toward a brighter future; it also helps to change community perceptions of them. In Santa Fe, New Mexico, for instance, the group ¡Youthworks! joined with city officials and local businesses to create the Green Collar Jobs Apprenticeship Program in 2008. The program provides valuable training, academic skill building, and job counseling to youth in a city where the dropout rate hovers around 50 percent.

“There’s a lot of racism and discrimination and bad perceptions of young people in Santa Fe,” says Tobe Bott-Lyons, educational coordinator at ¡Youthworks! “Now you see these tattooed kids that people are generally used to being scared of restoring the river and building a house, and they’re retrofitting homes and installing solar panels.”

Lauren Herrera’s life turned upside down when her 6-year-old son passed away last year. She started getting into trouble, which culminated in drug-related felony charges that caused her to lose her job as a dental assistant. Scarce jobs and a criminal record made it hard to find work, until ¡Youthworks! gave her an opportunity to play a positive role in her community. Now she weatherizes homes for low-income families with the newly launched Energy RX crew. “They’re ecstatic when they find out the weatherization is free,” she says. “It’s very rewarding.”

Young people aren’t the only ones looking for green-collar jobs. Throughout the country, community college programs in alternative energy have been flooded with recently unemployed workers and those simply seeking valuable new skills. In Michigan, which suffers the nation’s highest unemployment rate, the transition to a green economy promises to revive communities that have been devastated by job losses in the auto industry. Michigan’s Green Jobs Initiative is one of the programs made possible by the $500 million in federal stimulus funds allocated for green workforce development. The money helps workers enroll in new community college programs in green sector fields like alternative energy.

The alternative energy degree program at Lansing Community College, one of the first of its kind, has grown from 42 students in 2005 to 252 in 2008. Starting this fall, the college will offer new certificates in solar, geothermal, wind turbines, and energy efficiency. The college also has partnered with the National Alternative Fuels Training Consortium to develop an alternative energy curriculum for colleges and universities nationwide.

Gelb says that green workforce development has turned on its head the historical divide between labor and environmental concerns. “We call it the ‘triple bottom line,’” he says. “We’re reducing carbon, creating jobs, and saving money for people in the homes we’re retrofitting.”

Activists Protest Drone Warfare

Published in YES! Magazine, Summer 2009

http://yesmagazine.org/article.asp?id=3555#peace

Fourteen peace activists were arrested on April 10 at Creech Air Force Base in Indian Springs, Nevada, during a 10-day vigil protesting unmanned aircraft strikes along the Afghan-Pakistan border. The activists, who were participants in an interfaith Sacred Peace Walk organized by the Nevada Desert Experience, sought to engage in dialogue with Air Force personnel operating Predator and Reaper drones from the base.

In addition to causing numerous civilian casualties, the strikes have contributed to a deepening humanitarian crisis in Pakistan’s North-West Frontier Province and Federally Administered Tribal Areas. According to UNICEF, over 860,000 displaced persons from those areas, including 325,000 children, are in dire need of water, nutrition, sanitation, education, and health care.

Despite warnings by Pakistani intelligence officials that ongoing strikes will further destabilize the country, the Obama administration has declared its intention to intensify drone attacks. Defense Secretary Robert Gates has announced he will seek $2 billion in additional funding for unmanned aircraft for the 2010 budget, including 50 more drones. This will represent a 62 percent increase in the military’s capability to carry out drone operations.

The activists view their June 9 arraignment in Las Vegas as an opportunity to build support for their “Ground the Drones…Lest We Reap the Whirlwind” campaign. In addition to holding a monthly vigil at Creech, the Nevada Desert Experience plans to draw further attention to the issue during its August Desert Witness, which commemorates the bombings of Hiroshima and Nagasaki.