In my opinion, the blame for damaging acts (especially, violent ones) involving impulse control are too quickly to be attributed to a biological deficiency which supposedly prevents the individual from being in control, and therefore, absolving the person from full blame. But, right after listening to this episode, I thought it was very fortuitous that NPR had a segment on the classic Stanford "Marshmallow test" being done with Cameroonian kids. They were able to delay gratification and wait the 10 minutes to obtain a 2nd marshmallow at a much higher rate than German kids in the study (70% vs 30%). Is the biology of a Cameroonian child so much different from a German child that it provides an unfair advantage? Or, is the more likely explanation that the Nso (Cameroonian) culture teaches its children to control their emotions early on?
Minority Business Enterprise (MBE) Certification Program
To assist the EBO program in increasing minority participation, the City of Jackson created the Minority Business Enterprise (MBE) Certification Program. The purpose of the MBE Certification Program is to allow prime contractors to subcontract with Minority Business Enterprises (African Americans, Native Americans, Asian Americans, and Hispanic Americans) or Female Business Enterprises that perform a commercially useful function (. architectural/engineering and professional services, construction, and goods (commodities) and nonprofessional services) in the work of the contract.
In addition, the certification allows businesses to receive email blasts regarding upcoming bids, Request for Proposals, and Statement of Qualifications.
For the list of requirements for certification, Affidavit, and list of certified minority business enterprises, visit the “Quick Links” tab located on the left.
MDA’s Minority Business Small Business Development Division
Mississippi SBA’s 8 A Certification Program
Jackson-Evers Airport Authority DBE Program
MDOT Civil Rights Division
Upcoming Events, Projects and Initiatives
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.