Black Girls Code Bbc

The Black Codes were passed by the southern states after the Civil War. These codes were designed to go against the 13th Amendment. These codes were put into place to put restrictions on the blacks. These codes limit the rights of blacks to own or buy certain properties. It restrict how they were socially or economically by only allowing them to have jobs in which they were still a farmer or a servant. These codes also made stern suggestions to others who employed blacks to only pay them the bare minimum. Any blacks wishing to farm crops on their own and work must pay a revenue between $10-$100. Although, the northern blacks were enraged by this, it took a long time for change to come with the 14th and 15th Amendmants.

The Summer Leadership Academy will host the girls Monday thru Thursday of every week in July for summer support and extracurricular activities. Additional summer staff is needed to chaperone field trips, facilitate long-term projects and expanded learning (financial literacy, leadership development, college and career exposure, etc.) Eight graders with consistent participation will attend a weeklong college tour after they complete the program with their mothers. Since the majority of the families we serve are African American, this will be a tour of Historically Black Colleges and Universities. In addition, younger girls will be supported with their academics by attending a weeklong BrainCake summer sleep away camp. They will learn about science, technology, engineering, and mathematics as well as other fun social capital building activities. DCPNI summer staff will support both activities

From collaborative learning inside of the student’s clusters of desk to hands-on lessons in STEM discovery, Galaviz is continually working to push the STEM envelope at Garfield Elementary. She hosts a Saturday STEM club for 4th - 6th graders, and recently, through a two-year grant funded by NASA and a partnership with Boise State University, she has trail-blazed even more at home learning opportunities. For K-6, each classroom now has the ability to take STEM backpacks home over the weekend. With three different lesson plans, students can now bring STEM home, experimenting and creating with the help of their

After the civil war life for the average African American changed fairly little. After they were freed by the 13th amendment African Americans were now being controlled by black codes, which limited their rights just as slavery did. If African Americans failed to abide by these ‘black codes’ they would be arrested for false reasons and forced into involuntary servitude. On top of this they were being terrorized by the K.K.K. who hung blacks left and

The Boys & Girls Club of Kern County is a non-profit, established in 1996, dedicated to help young individuals in preparing for their futures. The chapter focuses on helping these individuals with character building, doing well in school, and becoming a responsible citizen within the community. This chapter provides services for “over 5,000 children daily at our 3 clubhouses and 49 campus based programs” (Kern County Boys & Girls Club, 2015). The goal of the organization is to make a positive influence on these children lives and their future. The Boys & Girls Club makes it easier for parents to focus on work by taking the responsibility for creating a safe and fun learning environment for these children. By doing so, children in unstable households receive a greater chance at a successful future. In 2013, the club served 2046 children at the Niles Clubhouse, where 87% of the members were on free or reduced lunch programs (Kern County Boys & Girls Club, 2015). This supports the foundation statement of the organization that the community needs to be involved in making programs that will result in a better future for all children. The organization’s partnership with PG&E to provide scholarships and summer internships is one of the most prevalent portrayals of the community working together to create better futures for the children of Kern County. The after school program is the most popular program the organization offers because

In their article, Students Step up to Lead Tech Implementation at Their Elementary School, Taryn Handlon and Tiffany Costa write about how TechXpert all started with an idea for prominent engagement. The Roosevelt Elementary School in Park Ridge, Illinois, had begun implementing new tools such as Chromebooks, Spheros, Dash and Dots, Cubelets, Snap Circuits, Osmos, Marble Mazes and a 3D printer to the classrooms, which highlighted the schools desire to collaborate technology with learning. This would not only transform the whole classroom environment, but also open the door for young students to explore computer science and technical engineering. The only issue seemed to be that teachers had no time to educate themselves on the tools and how

Kimberly Bryant is very inspirational to every black girl in America. When she was younger, she wasn’t interested in coding before she made it into a career. She was in the department of biotechnology, which is studying mutations and finding antibiotics. It all started when her daughter Kai was disappointed in her experience at a computing summer camp over the summer. She was disappointed in how there were only a handful of African American girls there, and that the boys got a lot more opportunity than the girls. Bryant started the Black Girls Code in April of 2011.

Leading this group of girls requires me to be a positive influence on their lives; I must conduct myself in the highest manner as to reflect this positive behavior on them. This group has also taught me the importance of community and having a support system. Witnessing the relationships being formed and growing stronger between the girls and myself and the girls amongst themselves has taught me that everyone needs someone to support them. During every person’s life, at one point or another, a tough circumstance has surfaced and when hope seems lost and they are in need of an inspiration to move forward. I stand to be that inspiration and strive to demonstrate to the girls how to be that inspiration for others around them and spread hope and positivity. Having a safe environment to be able to discuss events happening in life and times when we are suffering or need help is a vital aspect of this

In a recent program, students worked with the College of Integrated Science and Technology. Professors from four different departments created a hands-on experience for the scholars. First, scholars learned about the ethics of science and technology by creating a short story with a monster and drawing out how the story should go. In the next session, scholars put their stories to life using MIT’s Scratch program, a basic and fun introduction to coding. The goal of these programming days is to teach the scholars a new skill they can develop, as well as to introduce to them to activities, and possibly careers, which they may not have been familiar with. Each programming day ends with a free lunch provided to each of the 70

Designing Heart Cart, an application that two other friends and I contributed to, was an experience encompassed with learning to develop both my skills as a coder and innovator, and as a friend and communicator. There were many discussions involving the platform—which allows users to search for local food drives and easy access to hours and information of these organizers, as well as providing an interface through which organizers can communicate specific needs to potential donors—and design. Yet, with the help of a local college professor, three girls who code placed as semifinalists in the

I will forever owe a great debt of gratitude to my 5th grade science and math teacher, Mrs. Donna Lindley, for introducing me to the STEM world. Mrs. Lindley is a truly exceptional teacher who somehow managed to stimulated a desire for learning in the mind of a 10 year old boy who's primary goal in life was to pre-order the upcoming version of "Pokemon" to play on his Gameboy. Mrs. Lindley organized and supervised the St. Thomas Episcopal Grammar School's robotics team and made sure my older brother and I were involved with this extracurricular program. I began to build robots with Mrs. Lindley in the "Junior FIRST Lego League" (Jr. FLL) where small, computer programmable, robots were re-designed each year to accomplish new and different tasks.

To everyone involved in my foundation, including my staff, board of directors, sponsors, and most importantly, the young students we reach, our work is more important than ever. Thirteen years ago, my dad and I envisioned helping young people achieve their dreams through education. This work remains unchanged and will continue to grow. From the Learning Center students in Southern California, to the Earl Woods Scholars in Washington, D.C., millions of kids have changed their lives, and I am dedicated to making sure that continues.

I personally believe this organization is beneficial because it provides resources and people to teach girls how to code. It also, helps build confidence and makes friendships. It opens up a world of coding for girls; provides ways to go to college and get a profession

[If no to Q5] GIRLS (Girls Inspiring Respect, Leadership and Service) Academy is a transformative program for middle-school girls and the first of its kind among fraternal organizations. Throughout the weekend-long program, participants remark that they feel stronger, more confident and happier about who they are — crucial pieces that help them develop into effective leaders. Collegiate and alumna members facilitate the programming and run the event.

The practical application of technological tools in public schools across the United States has accumulated an excessive amount of both issues and benefits. The particular amount of funds spent on technological tools was prompted by a thought that children will be able to explore, evaluate and assess information much faster, effectively and positively due to the fact that technological advancement is evident on a global scale. This particular analysis will determine the learning gap that exists as a result of students’ lack of engagement with technology in public K-12 schools across the United States.