This Site is Purposed to Prompt The Private Sector Side of the Federal Reserve Bank To Be Fair in the Use of Monetary Policy Powers.  The FED is Unfair in its Program for Those Without Fiancial Assets who have Little Support from Strong  Emotional and Ethical Assets, Attributes and Positive Expectations, Distinct From Those Who Own Financial Assets. 

The Email March on the FED is detailed by the content on this website.  You join the Email March by joining this site. You inform yourself by understanding and contacting us about the email letters and this site. This service is for sale to effective citizens and we pay you to comment and improve on the letters and the content as the site moves in our future to prompt the private sector FED to fix the at risk citizens with effective fair action. The 1977 Community Reinvestment Act is not first things first action. The emails here can be downloaded for your needs. They are also the  numbered tabs on the left index.

Systemic Racism YES and No
and Local Influence
over Growth EEEE

#11 From: tdw.usavalues@gmail.com <tdw.usavalues@gmail.com> 
Sent: Monday, 6/11/2020 11:59 am

To: 'Ombudsman' <ombudsman@frb.gov>
Cc: tdw.usavalues@outlook.com
Subject: Systemic Racism yes and no

We have sent this to reach the Chairman of the Federal Reserve Bank and the FOMC; and the Chairman of the Community Advisory Committee charged with providing feedback regarding the Community Reinvestment Act.

The president of the Federal Reserve Bank of Dallas said he agreed with his Atlanta counterpart that “systemic racism” is a drag on the U.S. economy.  Robert Kaplan, who has served as the president and CEO of the Federal Reserve Bank of Dallas since 2015, made the comments during an appearance on CBS’ “Face the Nation.”  Asked by host Margaret Brennan whether he agreed with Atlanta Federal Reserve Bank President Raphael Bostic’s quote last week that “Systemic racism is a yoke that drags on the American economy” and that the U.S. has a “moral and economic imperative to end these unjust and destructive practices,” Kaplan said he agreed.  “A more inclusive economy where everyone has opportunity, will mean faster workforce growth, faster productivity growth, and we'll grow faster. And so, I think we are right to focus on this and bore in on this,” Kaplan said.

Yes and No!  Disparities are the opposite of Equalities; Difference is the opposite of equal.  Racism is a function of the defined group that dilutes an individual’s goodness in powerful comparisons along the lines of majority and minority.  Its opposite is individualism as a function of choice, personal rights and freedom based on one’s belief in God or god.  The individual is real and stands in spite of and within the groups who assign and cause good and bad roles for majorities and minorities.  Most individuals belong to more than one group.  Groups within society define good and the definition always includes a line of compromise within any list of issues.  Being better and best is being individualistic by choice and freedom.  The Rule of Commons is true and factual for every group that exists; when private properties (real, personal, emotional and ethical) does not exist; better and best does not exist. 

So where does equal and equality take place so we as individuals (everyone is an individual first things first) can have a positive expectation of growth education, economics, emotions, ethics, energy and environments (EEEE).  It is only logical to think that groups will reflect differences within themselves and between themselves and the USA promise of equal opportunity is for the individual not the group.  The group feels the difference and uses the word systemic. The solution remains with the individual because the group can be no better than good.  When, where, why, what, who and how can this equality be targeted and measured because it is being requested.  Before birth, after birth, at age 2,3,4,5 or 6?  Certainly not after age 6 now that it has been proven that 90% of the individual brain synaptic networks that stay with the child for life are formed, used or lost before the age of 6-7.  And, you would not start the improvement process without considering dependent events.  The measures will reflect some rating of worst, bad, good, better and best within the groups and comparatively to other groups. 

Measuring for moral and economics imperatives to prevent unfair and destructive differences has probably gotten more important as diversity grows within the USA.  Learning earliest only makes sense but what is the proof of work to equality that also defines the difference in future individual outcomes.  In truth, measures and comparisons of individual children are always used to define the next step.  The nation is naturally disparate, the proof of work to prove equality to handle opportunity is available at age 6.  It has a value to the nation and the individual.  Its substance can now be locked and digitally secured for the individual, parent and mentor to prove readiness and solidify positive expectations.  The proof of work is probably protected as private property by the US Constitution. This already exists for some children and parents as they look for choices to be ready for kindergarten and first grade.  But the last two sentences reek of recorded disparities at age 6 to become well documented in public later.  Would it not be better to privately record the range of equality at age 6 given we know its value and it is going to manifest itself.  Street leaders are screaming for continuous improvement in what is truly a moral hazard mess. Would it not be better and best if all children were better and best against an absolute scale because we know the dependent events and achievement is value lost or gained. 

These requirements are individual choices and at age 6 reflect chosen degrees of best knowledge, of time and achievement (value) and can be categorized into worst to best expected outcomes.  The source for language, math and positive expectation is the Montessori age 3-6 curriculum of work activities and hand-based learning.  Of course, there are other sources of proven readiness.  These listings have been taken from the book Basic Montessori Learning Activities for Under-Fives by David Gettman in 1987. 


USA Positive Expectation Activities are detailed throughout www.usa-positive-expectations.com 

Values, assets, attributes, messages and stories all run together creating civility in a spectrum of absolutes on the right and less absolute (relative) ranging in degree to the left.   What messages supported by stories do we want to send our age 0-6 children?  I am suggesting, just to start the concept, that grace and curtesy be a default and at least these messages be sent.

Be Helping       Be Sharing       Be Playing       Be Listening    

Be Smiling       Say I'm Sorry

Say Please       Be Thinking     Be Right           Be Fair

Be Happy         Be Smart        

Help Yourself  Be Growing     Say Excuse Me           

Be Excited       Take Turns      

Be Humble      Say Thank You             Be Working    

Be Polite   

Age appropriate civility is important; Equal starts to kindergarten with ready to read and count skill sets are important.  

I suggest the FED follows its introductory representations and does focus on systemic racism and the elimination of disparities before they form.  The above proof of work for every child at age 6 will address race, black lives matters, whiteness and white privilege to dismantle the disparities of outcomes at a time that they can be dismantled.  Dig into this first things first and do it as part of FAIR MONETARY POLICY in the alignment of mission critical stability of prices, security of asset values and high-quality full employment to keep the dollar dominant in the world.  The private sector with leadership from the FED and the street can operate to reduce differences in the proof of work described above. 

4 million children start kindergarten each year: 24 million children are in the process of being some degree of different at age 6.  The FED cannot impact the future growth more significantly than raising the proof of work criteria to be better and best for potential opportunity.  This will cause education disparities to rule over race and class disparities as the most important criteria.  The expectation for meaningful equality will be changed for the life of the child and mother.  12-20 years of developing readiness by this specific proof of work for each child will change everything.  Race is not so important in this development because the numbers are overwhelmingly white for the class of those most at risk.  This proof of work in the hands of the parents and mentor will put a fire under systemic K-12 education.    

Tweet from @tdwusavalues and @EEEEinNDC -- Attained knowledge that destroy disparities in the future of 100% of the children is proof of work toward equality. Plus, achievement within irreversible time creates value, scarcity, choice and freedom. The brain synaptic network is NewOldMoney waiting on the private sector FED who has the unique power to focus on fairness.   Brain Gold as mentioned in letter 10 becomes the private sector asset base in reserve against the government spending deficits. This is receipts money versus debt money.  I heard there are 2.4 trillion dollars of investment gold in the world along-side of unhinged to gold money created by debt and crypto receipts for proof of work.  At market value there are 3-4 trillion dollars created, or not, per year, within the above proof of work.

The elephant in the room regarding education disparities will continue to be the early progress made by the category of parents and children who are not at risk as it is presently defined.  Once the absolutes are defined and verified the competition to be best within the private sector will include advanced progress by those mothers and children best prepared to make advances.  This multi-segmented continuous improvement has already been noticed.

Cheers.    Hope to hear from you. It would be respectful to know the letter emails are reaching the intended leadership.  

 

Thomas D. Wolfgram

USA VALUES, LLC.

Early Reading Skills Delivered

651-735-3018, C 612-968-1579,  tdw.usavalues@gmail.com

www.usavaluesII2.com

https://www.usa-positive-expectations.com

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https://www.linkedin.com/in/tomwolfgram/

Copyright © 2020 By Thomas D. Wolfgram

 

Footing for this effort

See The Biggest Lie in the History of Christianity, written by Mathew Kelly in 2018 where he shares and defines a Holy Moment on earth that can be delivered by everyone on earth.  The ASK above is a 100% top to bottom change to the real life of mom and age 0-6 child.  Selflessness and grace will be filled with humility, cooperation, discipline and other fruit of the spirit (page 58) if the reading of the book and adoption of its simplicity becomes real.

 

I pray to God that the email marches sent to the Federal Reserve Bank (FED) are viewed as a private individual’s good deed representing his or hers’ “Holy Moment”.  A free speech acting with the belief that only our Christian God has the power to generate the intended outcome of equal opportunity based on the individual’s desired intention to influence first things first growth education, economics, emotions and ethic.  Our private sector can still deliver Holy Moments, and delivery is the most basic happiness an individual can have because selflessness generates self-esteem and confidence. Sending of this email letter will astound the nation but will also increase the fruit of selfless attention to those around us (page 68).  Page 69 ties the whole concept to Mother Teresa and our secular mess.  Page 79 assures us that this differential will change everything about the future of the nation.

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USA Positive Expectations are detailed thoughout this site in the right columns. 

Values, assets, attributes, messages and stories all run together creating civility in a spectrum of absolutes on the right and less absolute (relative) ranging in degree to the left. 

What messages supported by stories do we want to send our age 0-6 children?

I am suggesting, just to start the concept, that grace and curtesy be a default and at least these messages be sent.

Be Helping

Be Sharing

Be Playing

Be Listening

Be Smiling

Say I'm Sorry

Say Please

Be Thinking

Be Right

Be Fair

Be Happy

Be Smart

Help Yourself

Be Growing

Say Excuse Me

Be Excited

Take Turns

Be Humble

Say Thank you

Be Working

Be Polite

Age appropriate civility is important; Equal starts to kindergarten with ready to read and count skill sets are important.  

Assets, Attributes, Positive Expectations 

Advantage  

Caring 

Choice

Commitment

Confidence

Cooperation

Dedication

Fairness

Freedom

Generosity

Growth

Happiness

Honor

Influence

Kindness

Leadership

Moderation

Modesty

Obedience

Obligation

Opportunity

Peace

Politeness

Pride-Confidence

Reliance

Success

Safety

Security

Sensitivity

Service

Support

Tolerance

Trust

Understanding

Vision

Wisdom

More From USA VALUES, Meanings are brought out within the email letters to the FED 

Start with End in Mind

First-Things-First (FTF)

NewOldMoney

Present Value of Positive Expectation from Pre-k (PVofPE-Prek)

High-Quality

Early Reading Skills Delivered for Ringing Advantage (High-Quality ERSD-RA)

First Things First Right the First Time (FTFRTFT)

10 Values before 3rd Grade

Compassion

Courage

Discipline

Friendship

Honesty

Loyalty

Persistence

Respect

Responsibility

Work

4 More Values After 3rd Grade

Faith

Love

Forgiveness

Justice

For Those who wish for an Old Testament Biblical Basis 

Reverence for the Lord as the One and Only

Reverence for the Family

Reverence for Life

Reverence for Private Property

Personal Responsibility

Prohibition of Envy

Do not Lie

Do not Steal