Very similar to each different BMW on the market, the brand new BMW M2 G87 is accessible with a plethora of additional goodies. Relying on the area, the G87 could have a number of packages to construct on an already generously outfitted customary automotive. Beginning with probably the most conventional standalone choice, the high-performance coupe will get an M Driver’s Package deal that raises the highest velocity from an electronically capped 155 mph (250 km/h) to 177 mph (285 km/h).
In america, the 2023 M2 will get a Carbon Package deal at a further price. It encompasses M Carbon bucket seats, that are totally electrical and heated. The body-hugging seats include built-in headrests that includes illuminated M2 badges. In comparison with the common M Sport seats, the elective ones are roughly 24 kilos (almost 11 kilograms) lighter due to carbon fiber-reinforced plastic (CFRP) within the structural parts of the seat backside and backrest.
Carbon Package deal in america
The light-weight seats are lined in black Merino full leather-based and have accents within the three well-known M colours. As well as, the US-spec M2’s Carbon Package deal additionally consists of the carbon roof and inside trim produced from the identical light-weight materials.
Prospects keen to spend extra ought to know BMW will promote the 2023 M2 in North America with a Shadowline Package deal bringing darkish accents for the headlights and quad exhaust suggestions. Furthermore, a Lighting Package deal will present full-LED adaptive headlights with an automated high-beam perform.
M Race Observe Package deal in Germany
Over in Europe, the spicy compact automotive shall be optionally obtainable with an M Race Observe Package deal. It’s primarily the identical because the Carbon Package deal, encompassing the entrance bucket seats and carbon fiber inside trim. You additionally get the carbon roof, which by the way in which, shaves off roughly 13 kilos (6 kilograms). To sweeten the pot, BMW can even loosen up the highest velocity limiter in order that the M2 can hit the identical 177 mph (285 km/h) as its American counterpart. Optionally, track-only tires shall be obtainable.
On each side of the ocean, the M2 will get blue brake calipers as customary however prospects can ask BMW to color them pink as an choice. A number of M wheels shall be supplied, together with a 20-inch entrance / 21-inch rear set from the M Efficiency Components catalog. Go for the model outfitted with the automated transmission mixed with the carbon fiber inside trim and the shift paddles together with the steering wheel trim can even include a CFRP end.
The G87 can even be bought with an electrically operated slide/tilt sunroof as customary within the US however elective in Europe. The roof’s clear floor is 20% bigger than what the outdated M2 F87 had, thus permitting further mild to come back in and making the cabin really feel extra spacious.
An M-specific head-up show is on the listing of elective options, as is the Driving Assistant with lane change warning, rear collision prevention, and rear crossing visitors warning. For the automated mannequin, Lively Cruise Management (with cease & go perform) goes to be supplied for a surcharge. Unique to the M2 would be the Zandvoort Blue paint.
Launching globally in April 2023, the second-generation BMW M2 will begin at $62,200 (plus $995 vacation spot) within the US. With the G87, manufacturing is transferring from Leipzig, Germany to San Louis Potosi in Mexico the place the M240i and the lesser 2 Sequence Coupe derivatives are being constructed.
As the first week of the Burlington School District’s V.I.B.E. virtual learning academy comes to an end, administrators are hoping the lessons they’ve learned while teaching online since the beginning of the COVID-19 pandemic will not only offer a better program this school year, but also help them innovate as they look to the future.
“We were thrust into (having to do online learning) last year,” said Burlington Superintendent Pat Coen. “I think we had three or four of days to prepare. And we learned a lot, and (the district’s online program) is going to much better than it was.”
Operating at the former James Madison Elementary building, the V.I.B.E. program now functions as the district’s virtual learning option.
Before this school year, the district’s online courses fell to teachers who would have to juggle virtual instruction with in-person learning.
Now, the district’s virtual learning will be taught by instructors who teach online exclusively and will each have their own classroom to work out of at James Madison.
“One of our strengths is that our teachers are going to be 100% dedicated virtual teachers,” said Beth Shurtleff, the V.I.B.E. program’s first principal, who is also working on her doctorate in educational psychology and technology.
“So they’re going to be able to focus on that and best practices and what’s working really well for the students.”
The program allows kindergarten-12 students the chance to take 100% of their classes virtually, but also allows opportunities for individualized and blended learning plans, including:
- Meeting with instructors in-person at James Madison;
- One-on-one talks with teachers via Google Meet;
- Picking their own class schedules for the day;
- The opportunity to take some courses at the student’s normal school building;
- And other supplemental, enrichment and social activities that can be done at the school (although the activities will not be required for any classes) but still allow for social distancing.
“For a lot of students, that’s a big draw,” Shurtleff said about students being able to pick their own class schedules. “That ownership of their own learning and their own scheduling. … Students can complete their work at any time of the day that they want. So if there’s a family issue or if a high school student has a job or any other things that might interrupt a traditional school day, this works well for them.”
It’s currently unclear how many students are opting to take V.I.B.E. because of concerns about the pandemic and the delta variant of the coronavirus, but the numbers of those wanting to get on board with the program keep rising.
On Aug. 12, Shurtleff told The Hawk Eye that 170 students were enrolled for the fall semester, up from 104 the previous week.
On Friday, school officials said the program has more than 235 students enrolled, with additional students registering up until the first day of school and into the week.
The program will also function as a regional online learning hub, serving not just Burlington students but also students in West Burlington, Keokuk, Fort Madison, Central Lee and Winfield-Mt. Union.
According to Savannah Prescott, community relations coordinator for the district, just this week the New London School District has expressed interest in joining the program as well.
“We came together because we’re a regional community in southeast Iowa,” Shurtleff said of the partnership between the districts. “We felt that we could do the best job we could with virtual learning by pooling our resources and expertise. … It’s really just a matter of finding the best solution for all of our districts and working together collaboratively really got us where we wanted to be.”
Shurtleff said the district is open to entering into partnership agreements with other school districts in the future and that, hypothetically, the program would be able to hire more staff to meet instructional demands as enrollment increases.
“This is the way of the future. We are a technology society,” Shurtleff said. “The big thing with this program is that we are looking at every individual student and we are looking at their psychology work on multiple intelligences, where we find out what makes every kid awesome. Every human being is amazing. We just have our individualized areas of strength.”
When she was 18 years old, Ayeisha Gipson wasn’t sure college was the right move for her. She was apathetic about school, despite her mother’s passionate urging that she matriculate to a university. Gipson enrolled at San Diego City College to appease her mother, but she didn’t really know what she wanted to pursue. She thought becoming a radio DJ might be fun.
So, in 2009, Gipson met with a counselor at San Diego City College — but it was an unfortunate encounter. Instead of receiving guidance, she received discouragement. The counselor told her a radio jockey job was unattainable for a Black woman.
Gipson does not remember the name of the counselor whom she met with that day — and he no longer works at San Diego City College — but she does know that her relationship with higher education went downhill from there. It wasn’t until 2015 that she felt compelled to try school again.
“I finally said, ‘I want better for me,’” said Gipson.
She returned to San Diego City College. And she found that something important had occurred during the six years of her absence.
In 2010, California law established a direct transfer agreement between its community colleges and four-year state schools, like California State or University of California system universities. The legislation allowed for the California Community Colleges (CCC) to create a separate degree path called an Associate for Transfer Degree that guaranteed transfer for students with a minimum of a 2.5 GPA. In theory, students spend two years at community college and two years at a four-year institution, graduating with both an associate and bachelor’s degree.
Bob Quinn, a specialist at the CCC chancellor’s office, says he could see that “the students most impacted and made successful by this [new agreement] would be those with lower transfer success rate within our system. Of the students that have indicated an intent to transfer, only 40% do it. For our Black students who indicate intent to transfer, the number is only 35%.”
Black students make up about 6% of the CCC student population, but Quinn says it “made sense” to lift these students. He started looking nationwide for partnerships and realized there was great potential in historically Black colleges and universities (HBCUs).
In 2013, Quinn drafted a proposal to the California government, and it was approved. From that moment on, HBCUs were invited to join the California Community Colleges Transfer Guarantee Agreement to Historically Black Colleges & Universities. By 2015, it was approved, and nine HBCUs had already signed on.
For Gipson, that partnership opened a doorway she had never been able to see herself walking through. Even though she hadn’t always been sure about going to college, there was something special about the idea of going to an HBCU. She transferred from San Diego City College to Grambling State University in Louisiana, a place and experience she called “a Black utopia of unity.”
There are no HBCUs in the state of California. Any student wishing to attend one must contemplate out-of-state tuition costs and the prospect of moving across the country, potentially leaving them unsupported. The CCC transfer program aims to change that.
“The matriculation for students can be challenging — just the stress of moving far away and in addition to the culture shock, this is tough for anyone, let alone a 20-year-old,” says Quinn.
The CCC Transfer Agreement now has 39 participating HBCUs with room for plenty more, Quinn says.
Most students who enter a community college with the intent to transfer don’t. According to data collected by the General Accounting Office, students lose about 13 credits, or 43% of their earned college credits when transferring. Direct transfer agreements look to side-step that issue, creating alignment between the courses taken at a two-year institution and the required courses at a participating four-year college.
What can be even more difficult, according to the Community College Research Center, is tracking the progress of transfer students. Some students wish to be independent and choose not to engage with the counseling office to transfer, which can make providing support difficult. That’s why Quinn and the CCC partnered with National Student Clearinghouse to find the best ways to assess their success.
“One thing we did find is that the persistence [at HBCUs] was really good one year after. Analysis of last year’s [transfer class] was 86% persistence. That was a really good number to see,” says Quinn.
Despite the CCC and HBCU efforts to connect with as many students and institutions as they can, some still don’t know the opportunity exists. California has recently increased grant funding for the transfer partnership, and Quinn is hoping to use the money to spread the word about this opportunity across the state of California, and maybe across the nation, about the successes of their students. Some 400 at least have matriculated to an HBCU thanks to the agreement.
The project is helmed at El Camino Community College in Los Angeles by Dr. Arynn Auzout Settle. She is now the project director for the CCC/HBCU transfer agreement, but she started as the relationship coordinator, building connections with HBCUs across the country and following up with her students, making sure they have connections on their chosen HBCU campus. Working on this project helped to open students’ and counselors’ eyes to HBCUs, Settle says, “even though these campuses have been in existence for 100 plus years.”
Settle is an HBCU graduate herself, just like her mother before her. Settle was born in Los Angeles and was, at first, hesitant to cross multiple state lines to follow in her mother’s footsteps, but she decided to attend Fisk University in Tennessee. Even though she was far away from home, conquering her hesitancy was worth it “to know you’re going into a space that is welcoming, nurturing, fully accepting of who you are and what you bring.”
Settle’s time at Fisk “was an amazing, life changing experience, and when I share my journey with students, staff, counselors, they’re able to connect with that,” she says. She utilizes her background in psychology as she meets with her HBCU transfer students, asking them deep questions and encouraging them to think hard about what environments they feel most able to thrive in.
Finding the right fit
Students are encouraged to apply to multiple HBCUs and California state schools so they’re best able to compare offers and scholarships. Settle and her counselors help students with the trickier aspects of FAFSA or scholarship applications to make sure their students can get the best offer. Regardless of what scholarship might be presented, however, the students are guaranteed admission.
Those California students who move to Louisiana, Texas and Georgia will find a strong Californian community already there waiting for them, says Settle, as a large number of CCC’s transfer students choose to attend Clark Atlanta University, Grambling State University and Texas Southern University (TSU).
Dr. Brian Armstong, the executive director of outreach services for TSU in Houston, Texas, says that part of that reason so many Californians come to Texas is because the climates are very similar; students don’t have to deal with hard winters in Texas or California.
“We are one of the closest HBCUs to California, so they don’t have to go too far,” says Armstong. “And we’re in a big international city.”
TSU engages with several transfer partnerships in the state of Texas. But, says Armstrong, one of the best things about the CCC agreement is its simplicity. Instead of having to manage each individual community college relationship, there’s one simplified process for all of California’s community colleges.
The first nine HBCUs to sign with CCC jokingly called themselves “the divine nine,” says Quinn, a reference to the divine nine Black sororities and fraternities. Dillard University in New Orleans was one of those original nine. Its president, Dr. Walter Kimbrough, says that making the decision to sign the agreement was easy.
“California [enrollment] is always number one or number two for out of state,” says Kimbrough.
One reason for Dillard’s large number of out-of-state students is the migration patterns out of the deep South during Jim Crow.
“You had a lot of African Americans in the 1930s and 1940s who went to school in the South. When they graduated though, they couldn’t get jobs. So, they went north, and they went west,” says Kimbrough. “ … A number of [CCC transfer] students have come through, particularly those interested in our pre-law program [and] are now going to law school. That might be the purest pipeline for those students.”
Jesus Murillo used his transfer opportunity as a ladder. He went from working on the weekends in the walnut fields of Visalia, California, and making $20 a bucket, to the College of the Sequoias, to Fisk University in Nashville and now to Harvard. Originally, he had envisioned himself at UC Berkeley, and in fact had already utilized his Associate for Transfer Degree to gain admission there, when he happened to stop at a college fair on campus. There, he met two Black men in “three-piece suits” representing Fisk University. They offered him a full ride, and Murillo accepted: “I told them, ‘You gave me this amazing opportunity. I promise I won’t squander it.’”
Murillo went on to re-establish the NAACP charter at Fisk University, earning it the award for most active branch in Tennessee. Murillo directly cites the support he received from Fisk’s faculty as being the thing that pushed him toward success — his professors not only knew his ambitions to enact social change, but they also knew his personality. They were able to guide him in applying to Harvard, where he is now attending divinity school.
Brandon Aninipot is a senior at TSU — he’ll be graduating in December 2021. When he started at TSU, Hurricane Harvey was approaching, which devastated the Houston area with flooding. The latter half of his time at TSU has been marked by COVID-19. Yet in spite of these experiences, Aninipot says he “loves, loves” TSU.
Going to a community college before transferring to an HBCU was, what he called, one of the best decisions of his life. When he graduated high school, he says he wasn’t sure yet what he wanted to do with his life, and he lacked the maturity that he has now. Plus, he says, if he hadn’t gone to a community college first, he would never have known what an HBCU was.
“My father is Filipino, my mother is Jamaican, so I struggled with my identity growing up,” says Aninipot. “When I went to TSU, I realized that there are people just like me. It made me more comfortable with myself and my skin, with myself in general. It really taught me I can be myself; I can thrive.”
Settle and Quinn say that they hope, as the transfer agreement continues to be successful, more HBCUs will sign on to join them. Settle and Quinn want to spread the word to more high schools, more counselors and more students. Settle runs an annual caravan with several HBCUs; she and participating HBCU representatives pile into a chartered bus and travel down the coastline of California, visiting college fairs and high schools.
Ayeisha Gipson knows just how important the connection can be between counselor and student. It stopped her from truly trying to succeed at college; now, good counseling from Settle and other mentors has propelled her all the way to Columbia Teacher’s College. She will start earning her master’s degree there in the fall, working to become a counselor.
Gipson says she will make sure that students never have the negative counseling experience she experienced but instead feel as supported as she did during her time at Grambling State University.
“I don’t think I’d have been able to do this without the transfer agreement,” she says. “I wanted the Black college experience. It was the best decision I ever made as an adult, best decision ever. Changed my life for the better.”
This article originally appeared in the August 19, 2021 edition of Diverse. Read it here.
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