Your co-hosts are Patricia Diorio and Stuart Zimmerman, two open-hearted, vigilant truth-seeking practitioners who love to share wisdom and serve others in their evolution. Borne from the inspirational talk radio show of the same name on Women’s Radio, hosted by Patricia Diorio and Patty DeDominic, GCN! speaks to the practical implications of awakening, as people become conscious of their true nature: spiritual beings having a human experience.
This conversation is being significantly substantiated by the scientific community through the work of quantum physicists and scientists from all branches of science. Reflected in movies like The Secret, What the Bleep Do We Know?, and I AM, the relevance of being conscious is beginning to impact every sector of society.
Get Conscious Now! is dedicated to exploring the many shifting paradigms that are occurring today, offering a wide range of today’s most compelling topics. In addition to science and spirituality, the show also addresses what it means to be conscious in the areas of business, finance, health, medicine, politics, the arts and more. The guests interviewed are leading experts in their respective fields of expertise. Although the subject matter is varied, the common thread for all guests is their understanding that consciousness, and not the material world, is the essence of all being and the ultimate source of life itself.
This new way of perceiving the world goes way beyond the ‘bottom line’ as we know it. As the famed physicist Max Planck once noted, “When you change the way you look at things, the things you look at change.”
The Now Testament: Approved Project of STW Foundation
The Now Testament is a multi-media educational website that merges wisdom of the ages with science of the present to form one coherent, entertaining and infinite framework (www.thenowtestament.com). In addition to sharing spiritual law and physical scientific findings, The Now Testament offers activities and exercises for users to raise their consciousness and open their hearts to love their lives more.
The Prayground section of the website gives our guests breathing, dancing, meditating and other practical tools to experience more joy in their bodies.
The Now Testament includes Facebook blog applications to allow for greater sharing of experience, perspective and wisdom to connect people with each other on this expansionary, and sometimes challenging, growth process.
The Now Testament also features some comic relief because if we are so much more than we ordinarily think we are, then the fear of the unknown can become a huge obstacle. Pastor Present is an original character on the website played by Chief Inspiration Officer, Stu Zimmerman, who offers a unique blend of wit, wisdom and love in his rants, ravings and musings.
In sum, The Now Testament is an open source, ever-expanding and co-created body of wisdom that will evolve as our individual and collective awareness evolves. It aspires to serve all of humanity in greater peace, love, prosperity and joy.
A Share the Wealth Foundation Approved Project:
a 501(c)3 Tax Exempt Corporation
The Power of Charters Institute Vision:
“Creating the next generation of successful American charter schools who develop students’ academic, emotional and creative intelligence for change in our evolving world.”
History of Charters
American public schools have been declining for the last three decades. Their response has been painfully slow and inefficient to change from the industrial-age learning needs to today’s needs. Hence, new legislature was created to support public charter schools in 1991. The following is a brief overview of charter schools in the United States.
A public charter school is a publicly-funded school that is typically governed by a group or organization under a legislative contract or charter with the state; the charter exempts the school from selected state or local rules and regulations. In return for funding and autonomy, the charter school must meet the accountability standards articulated in its charter. A school's charter is reviewed periodically (typically every 3-5 years) and can be revoked if guidelines on curriculum and management are not followed or if the standards are not met (U.S. Department of Education 2000).
Since the country’s first charter school law passed in 1991 in Minnesota, the term "charter school" has come to encompass a wide variety of school types and governance structures, but is generally considered to be a school that operates independently from its local district school and is publicly funded. Laws among states vary in the degree of autonomy granted to charter schools. In return for this autonomy, charter schools are held accountable for the academic achievement of their students or their charter may be revoked.
As more American public schools continued to decline, new public charter schools opened their doors to better meet student instructional need. Some have met with great success while others have faced closure or non-renewal from their school district sponsors.
How many states have charter school laws?
As of November 2010, charter schools operated in 40 states and the District of Columbia. Charter school laws have not been passed in the following states: Alabama, Kentucky, Maine, Montana, Nebraska, North Dakota, South Dakota, Vermont, Washington, and West Virginia.
From 1999–2000 to 2008–09 school years, the number of students enrolled in public charter schools more than tripled, from 340,000 to 1.4 million students. During this period, the percentage of all public schools that were charter schools increased from 2% to 5%, comprising 4,700 schools in 2008–09. In addition to the increase in the number of charter schools, the enrollment size of charter schools has grown over time. Though public charter schools have grown in size of enrollment since 1999–2000, they tend to be smaller than traditional public schools, of which 30% had fewer than 300 students in 2008–09.
The percentage of charter schools that were high-poverty schools – where 75% or more of students were eligible for free or reduced-price lunch (FRPL) – increased from 13% in 1999–2000 to 30% in 2008–09. In comparison, 19% of traditional public schools were considered high poverty in 2008–09. During this time period, the percentage of charter schools that were low poverty (25% of students or less were eligible for FRPL) decreased from 37% to 24%.
In 2008–09, over half (54%) of charter schools were elementary schools, while secondary and combined schools accounted for 27% and 19% of charter schools, respectively. The distribution was different at traditional public schools, where: 71% were elementary schools, 24% were secondary schools, and 5% were combined schools. In 2008–09, about 55% of charter schools were located in cities, 21% were in suburban areas, 8% were in towns, and 16% were in rural areas. In contrast, 25% of traditional public schools were in cities, 28% were in suburban areas, 14% were in towns, and 33% were in rural areas.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2011). The Condition of Education 2011 (NCES 2011–033).
The National Conference of State Legislatures has monitored the charter school movement since its inception and has identified the following policy arguments.
♦ Charter schools provide families with public school choice options. Parents will have the ability to choose the school best suited for their child.
♦ Charter schools can act as laboratories of reform, identifying successful practices that could be replicated by traditional district public schools. Also, by waiving regulations in a limited number of schools, the most prohibitive policies can be identified and eliminated for all schools.
♦ Through school choice, competition within the public school system is created, pressuring school districts to reassess their educational practices.
♦ Charters will lead to overall systemic reform through the pressure and competition of the choice mechanism.
♦ Charter schools, unlike traditional public schools are held accountable. If charters do not perform, they are not renewed.
Why Power of Charters Institute (PCI)?
In our review of charters, the Power of Charters Institute (PCI) discovered charters that failed simply because they could not make financial ends meet. We also discovered charters that failed because they were unable to operate politically under current legislative rules, being unable to create changes in the legislature to help themselves.
Lastly, but most importantly, we discovered charter students who were not being equipped with the emotional or creative intelligence to navigate change in our evolving world.
To address these concerns, the Power of Charters Institute (PCI) was created to provide financial and consulting support for a new generation of American public charter schools to meet the learning needs of students through whole child instruction, including both right and left brain learning and emotional intelligence.
The Power of Charters Institute (PCI) will be financially sustainable and efficient and will influence the community at large for needed charter legislative changes.
Dr. Elaine Drakulich
Dr. Drakulich comes to PCI from the Sisters School District in central Oregon where she was Superintendent. Her work as Superintendent built off of her thirty-five years of experience in the North Clackamas School District, and resulted in the development of a student health center, all day kindergarten, comprehensive after school programs, and bio energy school buildings in Sisters. As North Clackamas Assistant Superintendent, she was the district liaison for five charter schools. During this time, her district was recognized by the Oregon Charter Association as the strongest supporting district in the sate. As a principal of an elementary, middle and high school, she led schools to adopt new programs for individual student success. Some of those were integrated reading, block scheduling, and a college career center. As Adjunct Professor of Administrative Education at Portland State University, she taught in the Administrative Licensure Program for nine years which were recognized for their practical approach to administrative education, and their success rate for administrator hires. Dr. Drakulich holds a B.A. from Oregon State University in Education, and a Masters and Ed.D from Portland State University.
Mr. Zimmerman joins PCI following his founding and leadership of Share the Wealth Foundation, a 501(C)(3) educational foundation created to educate and empower people to greater self-esteem, personal responsibility and the daily celebration of life. He is also the co-founder of Inner Securities, Inc., a private wealth coaching and training firm, based on the principles outlined in the landmark book he co-authored with Jared Rosen, Inner Security and Infinite Wealth: Merging Self Worth and Net Worth (Select Books, 2003). A former Wall Street hedge fund manager, Stuart has dedicated his efforts over the past decade to raising open-hearted consciousness through a variety of endeavors, including hosting conscientious-minded and environmental awareness events at his ranch in Northern California, hosting the critically-acclaimed national radio program, Inside Wealth, and his corporate inspirational video series, Inner Espresso. An active and avid philanthropist, Stuart is Vice-Chairman of the Keiretsu Forum Charitable Foundation as well as an Advisory Board Member of San Francisco-based Benefit Magazine, which inspires and chronicles a lifestyle of philanthropy. Stuart holds a B.S. in Labor Relations from Cornell University and an MBA in Finance from Northeastern University.
Arlene B. Gibson, J.D.
Mrs. Gibson comes to PCI as a non-profit and legal professional with over 20-years of proven non-profit program direction and resource development experience. Arlene has created numerous successful educational, professional and developmental programs that have positively impacted thousands of youth, adults and volunteers. She has a solid background with extensive knowledge in law, education and social services and a proven record of accomplishment in fundraising and grant writing, special events coordination, financial management, and the successful development and management of many non-profit and educational programs. In 2005, Arlene created Foundations That Make A Difference™ to promote, develop and collaborate with many of the outstanding organizations that are making a difference in the world, passionately providing them with world-class, one-on-one development and support for their individualized needs and goals, securing over one million dollars in critical funding for her clients from grants, capital sponsorships, fundraising events, and direct and in-kind donations nationwide. Prior to launching Foundations That Make A Difference™, Arlene held the positions of Executive and Development Director for several non-profit organizations in Oregon, New York and New Mexico where she actively developed avant-garde youth services programming with customized curriculums, recruited major sponsors and managed giving campaigns, organized fundraising and gala events, promoted brand recognition and increased market share and brand awareness of each organization. Arlene holds a B.S. in Political Science from the State University of New York at Binghamton, a Juris Doctorate from Pace University Law School in White Plains, NY, and certification in grant writing, fundraising and philanthropy from the State University of New York in Purchase.
What We Do:
The Power of Charters Institute (PCI) provides financial and consulting support for multi-district charter schools which meet or will meet the Institute’s mission. The Leadership Public Schools (LPS) in Richmond, California – whose mission is to prepare all graduating students to succeed in college and beyond and develop students into effective community leaders (in fact, 97% of LPS graduates have been accepted in colleges) – will be the first charter school to receive this support.
LPS was selected as they are a unique non-profit organization operating four California public charter high schools, whose approach is “innovation, constant assessment, academic rigor and commitment to providing individualized pathways to college success.” LPS has successfully demonstrated fiscal responsibility/efficiency, developed technological and hard-copy curriculum to address individual student’s needs and has made a positive impact on the community at large through legislative initiatives and the success of their students, all of which are all directly aligned to PCI’s vision and measurement goals.
The students’ achievement growth will phase in over three years as follows: state math and reading standards will move to 80% in 2011-12, 90% in 2012-13, and 100% in 2013-14. Creativity aptitude testing/portfolio demonstration, technology/financial/emotional intelligence for change demonstration will be required of seniors only in 2011-12, juniors and seniors in 2012-13, and all students in 2013-14.
The Power of Charters Institute (PCI) Will Provide:
Financial Support for curriculum development, technology hard/software purchase, and individual creativity assessment:
• Year One: $60,000
• Year Two: $108,434
• Year Three: $221,424
• Curriculum/instructional strategy design
• Standards based curriculum
• Learning style instruction (right and left brain)
• Creative arts development
• Technology based curriculum development
• Financial literacy instruction
• Emotional Intelligence for change instruction
• Charter financial sustainability/efficiency
• Influence on the community at large for legislation
• Charter fundraising
What We Require of Schools:
• that each student meets/exceeds state/federal core basics standards;
• that each student upon graduation from high school, attends a higher level institution of learning;
• that each student shows growth on a creativity aptitude summary, and through a portfolio demonstration;
• that each student meets/exceeds standards in technology and financial responsibility;
• that each student meets standards in emotional intelligence for change;
• of charter influence on the community at large through legislation;
• of charter financial sustainability and efficiency.”