Margaret Hamilton, lead software engineer of the Apollo Project, stands next to the code she wrote by hand and that was used to take humanity to the moon, 1969.
Thursday, August 27, 2015
Coding, 1969: Margaret Hamilton and the Apollo Project
Margaret Hamilton, lead software engineer of the Apollo Project, stands next to the code she wrote by hand and that was used to take humanity to the moon, 1969.
Sunday, August 23, 2015
Computer Fundamentals, Computer Science and IT Integrator from Camilla, GA
Originally Published: December 4, 2013 | Updated: March 23, 2015
According to Code.org, 90 percent of U.S. schools are not teaching any computer science. Eyebrows were raised in 2013 as the U.K. passed a plan to educate every child how to code.
In 2014, Barack Obama made history as the first U.S. president to program a computer.
Yet critics claim that often only the more affluent schools offer computer science courses, thus denying minorities potential to learn the skills required by the 1.4 million new jobs that will be created during the next ten years.
In my opinion, parents of every student in every school at every level should demand that all students be taught how to code. They don't need this skill because they'll all go into it as a career -- that isn't realistic -- but because it impacts every career in the 21st century world. Any country recognizing that will benefit in the long term. Here's how you can start.
With the following resources, you can teach programming with every student and every age.
Apps and Tools to Teach Coding All Year Round
Code.org Resources
While the Hour of Code is in December, Code.org has suggested resources for educators, unplugged lessons (those not requiring computers), and tutorials to help you teach computer science to kids of all ages any time of the year.Teaching Coding to the Youngest Students
• rsb: Check out Hour of Code with FROZEN theme <iframe width="560" height="315" src="https://www.youtube.com/embed/H1-paxNG4kw" frameborder="0" allowfullscreen></iframe>
- Tynker Games: Use these age-appropriate games to teach your elementary students coding concepts. From Puppy Adventures to Math Art and Maze Craze, you'll find games that your grades 1-8 students will enjoy. Tynker also has a curriculum and STEM Product Library that you may want to peruse if you're interested in combining programming with social studies, English, math, and science.
- Kodable started as an app targeted to students as young as kindergarten age, but it's now a complete curriculum. The first 30 levels are free, more than enough for an hour of code. They recommend this for age 5 and up, but there are stories of kids even younger using the app with great success to learn to program. iPad schools will want this app on every device. Students don’t need to know how to read in order to program using this game.
- Cargobot (for age 5 and up) starts very easy but becomes more challenging as your progress. In the game, you're moving blocks around with a claw. This is an intriguing game because it was programmed entirely on an iPad using Codea. Students can also record solutions to the 36 unique puzzles and upload the videos to YouTube. This is free on the iPad.
- Some more advanced programs have “junior” versions. ScratchJr is the version of Scratch intended for ages 5-7 and available as a free iPad app. A favorite of some programmers, LightbotJr targets children ages 4-8.
- Robot Turtles is a board game to teach children the basics of programming without having to use any technology.
Teaching Coding to Age 8 and Up
- Hopscotch is the free iPad app for upper elementary and above. Wesley Fryer has created and excellent free ebook (Dropbox account required) for Hopscotch in the classroom, full of challenges that you can use with students. He also recommends activating the emoji keyboard (go to Settings > General > Keyboards) for use with the program.
- Scratch is a programming game that can be downloaded or used on the Web and is supported by MIT. They've got a powerful Hour of Code tutorial where students can program a holiday card in their web browser. Or, if you want options for other times of the year, use the one-hour "Speed Racer" activity to teach your students Scratch. Teachers can watch this tutorial video to learn how, visit ScratchED's Hour of Code Ideas forum to ask questions, or search "Hour of Code" on the forum for lesson plans using everything from coordinate geometry to Latin. Scratch is considered acceptable for beginners. (Some educators use Snap, originally a version of Scratch but now written in Javascript that is supported by University of California at Berkeley. There are several alternatives to Scratch with a similar interface. Give this list to your IT department if there are technical reasons why you can't run Scratch or Snap.)
- Lightbot has a version on just about any platform and even has an online one-hour version. This puzzle game has a free version which lasts an hour but sells full versions on iTunes and Google Play. It teaches planning, testing, debugging, procedures, and loops.
- Alice is another popular platform with a unique storytelling aspect. You can use it to create a game, tell a story, or make an animated video. Like Scratch, Alice is free and supported by a powerful community of educators. There are two versions of Alice. (The newer 3.0 version still has a few bugs but also sports many new, very cool animations.) This longstanding platform is a rewarding tool that kids will want to keep using past the initial hour. Alice is considered more for the intermediate student, but experienced teachers can use this with beginners.
- Kodu is another programming tool that can be easily used on a PC or XBOX to create a simple game. There's also a math curriculum. This is one method that Pat Yongpradit, Code.org's Director of Education, used in his computer science classroom. (I've used it as well.)
- Gamestar Mechanic offers a free version that you might want to use for your hour, but if you fall in love with it, the educational package allows teachers to track student progress, among other features. The company supports educators, and there's also an Edmodo community that shares lesson plans and ideas for the tool, along with videos and a must-see teacher's guide.
- GameMaker is an option if you want to make games that can be played in any web browser. The resources aren't as comprehensive and the community isn't vibrant, but this one has been around for a while and might be fun for a more tech-savvy teacher.
- My Robot Friend is a highly-rated app according to Common Sense Media. It costs $3.99, but no in-app purchases are required to go to higher levels.
- SpaceChem is an interesting mix of chemistry, reading, and programming for age 12 and up. As students read the 10,000-word novelette, they have to solve puzzles by assembling molecules. SpaceChem created a helpful guide for educators. This tool is available for download on Steam and installation on Windows, Mac, and Ubuntu. (Download a free demo.)
- CodeCombat is a multiplayer game that teaches coding. It's free to play at the basic level, and students don't have to sign up. This has the advantage that teachers don't have to know computer science to empower learning in this programming. It's recommended for age 9 and up. See the teacher guide for the information and standards covered in this game.
- Minecraft.edu is an option that lets you install and use Minecraft in the classroom. While this does require some purchase and setup, Minecraft seems to be gaining in popularity among educators as an in-house, 3D world-programming environment that kids love. Minecraft.edu has a Google group and best practices wiki. (My son took a course at Youth Digital that taught him Java to mod Minecraft -- while pricey, it was a great course.)
- Do you want a board game for older children? Code Monkey Island is designed for children age 9 and up. This is a great addition to your game corner.
Flip Your Classroom or Use an Existing Curriculum
- Follow the Hour of Code lesson plan tutorial on Khan Academy for ways to teach your students. These lessons are for older students with one computer each, or they could be adapted to a flipped class model.
Use Hardware and Make Something Cool
Programming, making, and creating have never been easier. If you're getting into the maker movement or Genius Hour, these are staples for your classroom. While they may take longer than an hour of code, they're definitely something 21st-century schools can use, because students are programming and building with their hands.- The Raspberry Pi is an inexpensive computer. While Kickstarter's Kano kit isn't available yet (but is likely what we'll be talking about next year), there are so many things kids can make with the Raspberry Pi. After setting one of these up with my 15-year-old nephew, I recommend that the teacher be a tad more advanced! This is definitely a tool I'd use in my classroom. (Cost for a kit runs less than $100.)
- I am in love with the Hummingbird Robotics kit -- it makes Arduino easy. An Arduino is basically a motherboard that you can make, plus a programming kit. I have one of these in my classroom, and the students are fixated for hours. (Cost for a kit is around $100.)
- LEGO MINDSTORMS are part of my curriculum every spring. Students love LEGOs! I have six older MINDSTORMS kits that we've used for years. The newer NXT kits even have cool robots that can be made and programmed. This product has been around for years, so there are many resources for teachers. If you purchase an older kit on eBay, make sure it will work with newer operating systems.
- Dash and Dot are two endearing little robots that can be used with age 5 and up. These robots have apps that can be used to program them, for which children age 8 and up can use Blockly, the visual programming language created by Google. Older students can even use Objective C or Java to program the bots.
- Sphero and Ollie are fantastic robots that can go almost anywhere (my students have taken them across water). The SPRK education program gives teachers and parents a curriculum to use the bots and teach programming even when the adult is still learning.
Friday, August 21, 2015
How to Live Wisely
Imagine you are Superintendent for a Day. What is one actionable change you would implement to enhance the public school experience in NK? What should school do for those required to attend? For instance, is school supposed to help prepare you for "A good life?" If so, just what qualities are there in a good life? Would a "productive life" be a more appropriate goal? How
about a "happy life?"
Since you may find that answers to some of these questions can
conflict with one another, it's interesting for us to discuss them. We hope in the discussions to help you determine just how do you best want to use you limited time in high school to help build the life that will best suit you?
Let's look at the seminar held on the Harvard campus (over a course of 3 different 90 minute discussions; not for credit) every year. The course is called “Reflecting on Your Life.”
The format includes discussion exercises to engage students to help them discover just what they want from life, and specifically what decisions and actions will enable such a life eventually to emerge.
While we look at 4 of these discussions, we'll be interested in knowing which one do you find most helpful, and why.
1. This exercise involves 2 lists. First, students list how they want to
spend their time. What matters most? (Suggestions: going to
class, studying, spending time with close friends, perhaps volunteering
in the off-campus community or reading books not on any course’s
required reading list.) Then they list of how they actually
spent their time, on average, each day over the past week, in order to see how the
two lists compare. When a disconnect arises (as it frequently does!), it can be a stunner. It's important to ask why one would spend precious time on activities which one doesn't highly value. This discussion can help students align their time commitments to reflect personal
convictions (and of course, avoid future disappointment).
2. This is known as the Broad vs. Deep Exercise, and involves discussing the differences in becoming
extraordinarily good at one thing versus being pretty good at many
things. It's good to organize your life around the approach you choose.
3.
In the Core Values Exercise, after students receive a sheet of
paper with about 25 words on it, including “dignity,” “love,”
“fame,” “family,” “excellence,” “wealth” and “wisdom,” they
circle the five words that best describe their core values. The discussion comes in when we examine situations when those core values come into
conflict with one another. -- For instance, are there additional burdens attached to those who choose “useful” and “family”?
As a follow up, it is interesting to discuss a current corruption case, and discuss how easy it can be to compromise on following these core values; and also what compromise can means when it comes to measuring the value of one's life.
4. It's interesting to discuss the parable of a happy fisherman living a simple
life on a small island. The fisherman works a few hours just about every
day, catching a few fish, selling them when needed and happily nourishing his family with the rest. This man truly enjoys
spending the rest of the day with his wife and children, napping, dreaming, and whatever. His dreams don't begin to conjure up any changes to this relaxed and happy life.
A
recent M.B.A. visits this island, buys a fish, and quickly sees a way to put his degree to use. He tries to inspire this fisherman
to dream of ways to become rich. Every day, for instance, he could catch more fish, start up a business, market
the fish, open a cannery, maybe even issue an I.P.O. Ultimately he
would become truly successful. (Let's even suggest that he could donate some of his fish to
hungry children worldwide and might even save lives.)
How would you respond to the fisherman's question “And then what?
“Then
you could spend lots of time with your family,” replies the visitor.
Our M.B.A. answered “Well, you could spend more time with your family and your children." And realizing that this is exactly what the fisherman has been doing, he adds: " You will have made a difference in the world. You would have used
your talents, and fed some poor children, instead of spending your days dreaming and relaxing.”
Into the discussion come questions about what really matters in life. For instance,
1. How important is it to use your talents to the best of your abilities?
2. How
important is it to accomplish something others can acknowledge beyond your immediate circle?
3. How important is it to leave a considerable footprint in the world, as opposed to preserving it, and potentially even working to return it to nature?
At
the end of these discussions, one hopes that there has been a significant level of introspection achieved, which will be a transformational
experience.
And, was there one of these 4 discussion questions which you found most helpful? Why?
Monday, August 17, 2015
Crafting an Elevator Pitch
Introducing Yourself, and What You are About, Quickly and Compellingly
(Also known as an Elevator Speech)
With thanks to Keith Jackson and the Mind Tools Team
© iStockphoto pkfawcett
Stand out with an effective elevator pitch.
Then, as you try to organize your thoughts, the bell rings, and she's on her way. If you'd been better prepared, you're sure that she'd have stayed long enough to plan lunch one day.
This is one situation where it helps to have an "elevator pitch." This is a short, pre-prepared speech that explains what you are thinking- and dreaming about these days, clearly and succinctly.
In this article, we'll explore situations where these types of prepared pitches are useful, and we'll look at how to craft an effective one.
About the Technique
An elevator pitch is a brief, persuasive speech that you use to spark interest in whatever is important to you. You can use it to create interest in a project, idea, or product – or in yourself. A good elevator pitch lasts no longer than a short elevator ride of 20 to 30 seconds, hence the name.It should be interesting, memorable, and succinct. It should explain what makes you – or your idea – unique.
Some kids use this when testing out ideas for their Persuasive Speech CCA in Emerging Technology class. Others use it when fishing for Senior Project inspiration or feedback. Other times, it's great practice run for a college essay, or a job interview.
When to use an Elevator Pitch
Lots of people think that this kind of thing is only useful for salespeople who need to pitch their products and services. But I hope you see that they are handy in many other situations. Here are typical examples:- to introduce your organization -- to people who care about how you invest a good amount of your personal time (or to potential customers or clients);
- within your club or organization to sell a new fund raising idea to your Directors or your CEO;
- to tell people about the change initiative that you've thought through and are leading;
- to tell people what you (hope to) do for a living (and why);
- or to our school administrators to ask for their support for a new club you want to start.
Creating an Elevator Pitch
Follow these steps to create a great pitch, but bear in mind that you'll need to vary your approach depending on what your pitch is about.1. Identify Your Goal
Start by thinking about the objective of your pitch.For instance, do you want to tell potential friends about your passion? Do you have a great new product idea that you are working on? Have you written something you hope to publish? Do you want a simple and engaging speech to explain what qualities you admire most in people? Or, what you hope to do for a living?
2. Explain What You Do
Start your pitch by describing the realities you want to share. Focus on any problems that you do- or have- solved, or on how you help people. If you can, add information or a statistic that shows the value in what you do.Ask yourself this question as you start writing: what do you want your audience to remember most about you?
Keep in mind that your pitch should excite YOU first; after all, if you don't get excited about what you're saying, neither will your audience. Your pitch should bring a smile to your face and quicken your heartbeat. People may not remember everything that you say, but they will likely remember your enthusiasm.
Here's a corporate example:
Imagine that you're creating an elevator pitch that describes what your company does. You plan to use it at networking events. You could say, "My company writes mobile device applications for other businesses."But that's not very memorable!
A better explanation would be, "My company develops mobile applications that businesses use to train their staff remotely. This results in a big increase in efficiency for an organization's managers."
That's much more interesting, and shows the value that you provide to these organizations.
3. Communicate Your USP
Your elevator pitch should also communicate your unique selling proposition
, or USP.Identify what makes you, your organization, or your idea, unique. You'll want to communicate your USP after you've talked about what you do.
Example:
To highlight what makes your company unique, you could say, "We use a novel approach because unlike most other developers, we visit each organization to find out exactly what people need. Although this takes a bit more time, it means that on average, 95 percent of our clients are happy with the first beta version of their app."4. Engage With a Question
After you communicate your USP, you need to engage your audience. To do this, prepare open-ended questions (questions that can't be answered with a "yes" or "no" answer) to involve them in the conversation.Make sure that you're able to answer any questions that he or she may have.
Example:
You might ask "So, how does your organization handle the training of new people?"5. Put it all Together
When you've completed each section of your pitch, put it all together.Then, read it aloud and use a stopwatch to time how long it takes. It should be no longer than 20-30 seconds. Otherwise you risk losing the person's interest, or monopolizing the conversation.
Then, try to cut out anything doesn't absolutely need to be there.
Remember, your pitch needs to be snappy and compelling, so the shorter it is, the better!
Here's how an in-school example might sound:
"Remember my neighbor, Judy? She and I have been developing dance routines at our gymnastics club. Ideally we would be the stars of our routines, and win the prizes, but our top gymnast, Monica, just came back from Nationals, where she was stoked to medal in Floor Ex using one of our routines! Now we have plenty of others, some even outside the Club, who asking for our help."Have you stayed active in gymnastics, or moved to other sports?"
All you'd need to do to change this example for our class would be to depersonalize the exchange it:
"I hope that you all have the opportunity to meet my neighbor, Judy. She's a 9th grader here, too, and last year, we started developing dance routines at our Gymnastics Club together. Our top gymnast, Monica, just came back from Nationals -- using one of our routines! She knows that we worked hard to help her show off her best skills and talents. Thanks to her huge support, we now have lots of other gymnasts, some even outside the Club, who are offering to pay us for our choreography.
"I'm finding this niche rewarding in many ways, and sharing it with a friend like Judy, adds another whole amazing dimension.
"Something similarly rewarding is what I wish for all of you."
6. Practice
Like anything else, practice makes perfect. Remember, how you say it is just as important as what you say. If you don't practice, it's likely that you'll talk too fast, sound unnatural, or forget important elements of your pitch.Set a goal to practice your pitch regularly. The more you practice, the more natural your pitch will become. You want it to sound like a smooth conversation, not an aggressive sales pitch.
Make sure that you're aware of your body language
as you talk, which conveys just as much information to the listener as
your words do. Practice in front of a mirror or, better yet, in front of family or friends until the pitch feels natural.As you get used to delivering your pitch, it's fine to vary it a little – the idea is that it doesn't sound too formulaic or like it's pre-prepared, even though it is!
Tip 1:
You may want to have take-away items which you can give to people while you're delivering your pitch. You might simply show this, and then collect it at the end. Examples here could be business cards or brochures that talk about your product idea or business.Tip 2:
Remember to tailor your pitch for different audiences, as appropriate.Key Points
An elevator pitch is a brief, persuasive speech that you can use to spark interest in what your organization does. You can also use one to create interest in a project, idea, or product.It needs to be succinct, while conveying important information.
To craft a great pitch, follow these steps.
- Identify your goal.
- Explain what you do.
- Communicate your USP.
- Engage with a question.
- Put it all together.
- Practice.
But do be sure to cut out any information that doesn't absolutely need to be there. You only have 20- 30 seconds, and jibberish-type rapid-speak is counter productive!
GOOD LUCK!
Sunday, August 9, 2015
John Stewart says Goodbye...
He asks that we stay vigilant. Here's how he put it:
BS is everywhere. There is very little that you will encounter in life that has not been, in some ways, infused with BS.
Not all of it bad. Your general day to day organic free-range BS is often necessary or at the very least innocuous. “Oh, what a beautiful baby, I’m sure he’ll grow into that head.” That kind of BS, in many ways, provides important social contract fertilizer that keeps people from making each other cry all day.
But then there’s the more pernicious BS, your pre-meditated institutional BS designed to obscure and distract. Designed by whom? The BSocracy. Comes in three basic flavors.
1: Making bad things sound like good things.
- Organic All Natural Cupcakes, because factory made sugar oatmeal balls doesn’t sell.
- Patriot Act, because, “Are you scared enough to let me look at all your phone records act,” doesn’t sell.
So whenever something’s been titled, Freedom, Family, Fairness, Health, America, take a good long sniff, chances are it’s been manufactured in a facility that may contain traces of BS.
2: The second way, hiding the bad things under mountains of BS: Complexity.
You know, I would love to
-- download ....Drizzy’s latest Meek Mill diss (Everyone promised me that that made sense) .... but I’m not interested, right now, in
-- reading Tolstoy’s iTunes agreement, so I’ll just click agree.
-- Even if it grants Apple prima nocta with my spouse.
Here’s another one: simply put, banks shouldn’t be able to bet your pension money on red. BS-ly put, it’s - hey, this. Dodd-Frank.
Hey, a handful of billionaires can’t buy our elections, right? -- Of course not, they can only pour unlimited anonymous cash into a 501c4 if 50% is devoted to issue education, otherwise they’d have to 501c6 it or funnel it openly through a non-campaign coordinating Super Pac with a quarter… “I think they’re asleep now, we can sneak out.”
3. And finally, it’s the BS of infinite possibility. These BSers cover their unwillingness to act under the guise of unending inquiry.
“We can’t do anything because we don’t yet know everything.
We cannot take action on climate change
until everyone in the world agrees
gay marriage vaccines
won’t cause our children to marry goats
who are going to come for our guns. Until then, I say teach the controversy.”
Now, the good news is this: BSers have gotten pretty lazy and their work is easily detected. Looking for it is kind of a pleasant way to pass the time. Like an I-Spy of BS; so I say to you tonight, friends, the best defense against BS is vigilance.
So if you smell something, say something.
18 CEOs Called Out By Bernie Sanders
For Taking Trillions In Bailouts, Evading Taxes, and Outsourcing Jobs
TRUE ACTIVIST Online August 6, 2015 by Amanda Froelich
Bernie Sanders is the underdog in the American political race, but
he’s quickly gaining momentum as a prime candidate to lead the US, as
his no-nonsense, candor approach is appreciated by many – especially the
millennial generation.
In response to 80 CEOS recently publishing a letter on the Wall Street Journal lecturing America about deficit reduction and urging them to “act on the deficit and reform Medicare and Medicare,” Sanders had the following to say:
Taxpayer Bailout from the Federal Reserve and the Treasury Department? Over $1.3 trillion.
Amount of federal income taxes Bank of America would have owed if offshore tax havens were eliminated? $2.6 billion.
Taxpayer Bailout from the Federal Reserve and the Treasury Department? $824 billion.
Amount of federal income taxes Goldman Sachs would have owed if offshore tax havens were eliminated? $2.7 billion
Amount of federal income taxes JP Morgan Chase would have owed if offshore tax havens were eliminated? $4.9 billion.
Taxpayer Bailout from the Federal Reserve? $16 billion.
Jobs Shipped Overseas? At least 25,000 since 2001.
American Jobs Cut in 2010? In 2010, Verizon announced 13,000 job cuts, the third highest corporate layoff total that year.
American Jobs Shipped overseas? Over 57,000.
Amount of Corporate Welfare? At least $58 billion.
TRUE ACTIVIST Online August 6, 2015 by Amanda Froelich
CREDIT: BreitBart
In response to 80 CEOS recently publishing a letter on the Wall Street Journal lecturing America about deficit reduction and urging them to “act on the deficit and reform Medicare and Medicare,” Sanders had the following to say:
There really is no shame. The Wall Street leaders whose recklessness and illegal behavior caused this terrible recession are now lecturing the American people on the need for courage to deal with the nation’s finances and deficit crisis. Before telling us why we should cut Social Security, Medicare and other vitally important programs, these CEOs might want to take a hard look at their responsibility for causing the deficit and this terrible recession.
Our Wall Street friends might also want to show some courage of their own by suggesting that the wealthiest people in this country, like them, start paying their fair share of taxes. They might work to end the outrageous corporate loopholes, tax havens and outsourcing provisions that their lobbyists have littered throughout the tax code – contributing greatly to our deficit.
Many of the CEO’s who signed the deficit-reduction letter run corporations that evaded at least $34.5 billion in taxes by setting up more than 600 subsidiaries in the Cayman Islands and other offshore tax havens since 2008. As a result, at least a dozen of the companies avoided paying any federal income taxes in recent years, and even received more than $6.4 billion in tax refunds from the IRS since 2008.
Several of the companies received a total taxpayer bailout of more than $2.5 trillion from the Federal Reserve and the Treasury Department.
Many of the companies also have outsourced hundreds of thousands of American jobs to China and other low wage countries, forcing their workers to receive unemployment insurance and other federal benefits. In other words, these are some of the same people who have significantly caused the deficit to explode over the last four years.Remaining true to his promise to serve the people as a politician, Sanders responded to the lecture from the American CEO’s by releasing a report detailing how 18 of them have helped blow up the deficit and wreck the economy outsourcing jobs and evading US taxes.
The list of 18 CEO’s follows:
1) Bank of America CEO Brian Moynihan
Amount of federal income taxes paid in 2010? Zero. $1.9 billion tax refund.Taxpayer Bailout from the Federal Reserve and the Treasury Department? Over $1.3 trillion.
Amount of federal income taxes Bank of America would have owed if offshore tax havens were eliminated? $2.6 billion.
2) Goldman Sachs CEO Lloyd Blankfein
Amount of federal income taxes paid in 2008? Zero. $278 million tax refund.Taxpayer Bailout from the Federal Reserve and the Treasury Department? $824 billion.
Amount of federal income taxes Goldman Sachs would have owed if offshore tax havens were eliminated? $2.7 billion
3) JP Morgan Chase CEO James Dimon
Taxpayer Bailout from the Federal Reserve and the Treasury Department? $416 billion.Amount of federal income taxes JP Morgan Chase would have owed if offshore tax havens were eliminated? $4.9 billion.
4) General Electric CEO Jeffrey Immelt
Amount of federal income taxes paid in 2010? Zero. $3.3 billion tax refund.Taxpayer Bailout from the Federal Reserve? $16 billion.
Jobs Shipped Overseas? At least 25,000 since 2001.
5) Verizon CEO Lowell McAdam
Amount of federal income taxes paid in 2010? Zero. $705 million tax refund.American Jobs Cut in 2010? In 2010, Verizon announced 13,000 job cuts, the third highest corporate layoff total that year.
6) Boeing CEO James McNerney, Jr.
Amount of federal income taxes paid in 2010? None. $124 million tax refund.American Jobs Shipped overseas? Over 57,000.
Amount of Corporate Welfare? At least $58 billion.
7) Microsoft CEO Steve Ballmer
Amount of federal income taxes Microsoft would have owed if offshore tax havens were eliminated? $19.4 billion.8) Honeywell International CEO David Cote
Amount of federal income taxes paid from 2008-2010? Zero. $34 million tax refund.9) Corning CEO Wendell Weeks
Amount of federal income taxes paid from 2008-2010? Zero. $4 million tax refund.10) Time Warner CEO Glenn Britt
Amount of federal income taxes paid in 2008? Zero. $74 million tax refund.11). Merck CEO Kenneth Frazier
Amount of federal income taxes paid in 2009? Zero. $55 million tax refund.12) Deere & Company CEO Samuel Allen
Amount of federal income taxes paid in 2009? Zero. $1 million tax refund.13) Marsh & McLennan Companies CEO Brian Duperreault
Amount of federal income taxes paid in 2010? Zero. $90 million refund.14) Qualcomm CEO Paul Jacobs
Amount of federal income taxes Qualcomm would have owed if offshore tax havens were eliminated? $4.7 billion.15) Tenneco CEO Gregg Sherill
Amount of federal income taxes Tenneco would have owed if offshore tax havens were eliminated? $269 million.16) Express Scripts CEO George Paz
Amount of federal income taxes Express Scripts would have owed if offshore tax havens were eliminated? $20 million.17) Caesars Entertainment CEO Gary Loveman
Amount of federal income taxes Caesars Entertainment would have owed if offshore tax havens were eliminated? $9 million.18). R.R. Donnelly & Sons CEO Thomas Quinlan III
Amount of federal income taxes paid in 2008? Zero. $49 million tax refund.
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