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Petition Tag - education
I am writing as a concerned parent of a student who is to be attending kindergarten in the year 09/10. I currently live in Clintondale which is Porter township. I was supposed to register my daughter for kindergarten this year and I am struggling with the fact that the KCSD is purely being run by power and money. Here is my story: My daughters designated school is Robb elementary. Now I am sure all of you who don't know about the "policies" are wondering why Robb when this family lives in Clintondale. Yes, I thought the same thing. So I called to get answers. And like we all know nobody ever has any. I do not want my daughter to go to Robb for the fact that it is so big. It has three kindergarten classes and Lamar Township only has 12 students in their kindergarten. This is pure ludicrous. Not only that but the fact I am going to pass three yes that's right three other elementary schools before I get to Robb. So many students are falling between the cracks of the education system and the district is allowing this to happen. I want my daughter to go to a school where to is going to get the attention that every student deserves. Next year so far there is only 25 students going to Mill Hall elementary in the kindergarten class.
Now also attending Lamar Township is a little girl who her designated school was Robb but she is being allowed to go to Lamar for the simple fact that her mother went to a board meeting and said I live in Porter Township and if my daughter goes to Robb then she will make friends in Lock Haven and I will have to drive her to Lock Haven to play with her friends. So they passed it and allowed her to go to Lamar Township.... and you call this justification. Absolutely not....I want to send my daughter to a school where I know she is going to get the education she deserves and we are going to put social power over that. Where does it end??
That's my question to you? When are we as citizens going to stand up and say ya know this mother has a point. There was a study done by a group of people who were concerned about the education system over the entire country. Whether your going to the suburbs of San Fransisco or a small town like Mill Hall/ Lock Haven results all came out pretty much the same and the results will blow you socks right off.
It was a study on students who have dropped out of school and we currently have about 30% of students dropping out and 45% of those students said that they dropped out in high school because during their elementary education years they were simply not prepared to handle the knowledge at the high school level. WHAT?!?!? That is what is going on here folks. That is what is going on. When I called the attendance office, transportation office, and the superintendents office and said all I am asking is for justification for my child going to a school that is in Lock Haven when I have an elementary school 2 miles from my house they all said the same thing....that is what the board passed. Blows me away. So in closing here is what my conclusion is.
My daughters education will be determined my a handful of people who all have political power and a better social status than John Doe down the street. Is that really justification? And at the end of the day who are we??? It is a question that we as citizens need to really think about. This is a serious situation and I am sure I am not the only mother or parent for that matter who has the same concerns. Let's come together as a community and make our education system what it needs to be. Or we will just be another statistic?
My son has been refused entry to my daughter's Catholic school based on the schools own admission and boundary policy. The decision has not been based on our religious beliefs, family unit or how strongly we support the Catholic community school and church.
The school does not operate a sibling priority within its policy which as a Catholic school discriminates against the family unit.
گزارش های نگران کننده ای از تصمیم اتحادیه اروپا ، برای قرار دادن نام دانشگاه صنعتی شریف( از دانشگاه های معتبر ایران) در لیست جدید تحریم ها علیه فعالیت های غنی سازی اورانیوم دولت جمهوری اسلامی ایران در دست قرار دارد
The DCF Regional Schools across NJ are very beneficial to disabled, “at-risk” high school students (students who would regularly have to drop out or fail in the traditional public school setting because of legal troubles, parole, multiple explosions, etc…) and pregnant and parenting teens who want the best for their futures and the futures of their babies and don’t want to be another static and drop out.
The State of New Jersey wants to get rid of these programs to “save approx 4,000,000 dollars in the 09-10 year” but think of all the welfare costs that are going to skyrocket if the 500+ students who attend a DCF Regional School across NJ have to drop out because of lack of accommodations, childcare, and because they just can’t mesh with the normal high school setting. Most school districts do not provide any form of childcare for teen students who have infants and toddlers.
The Project TEACH (Teen Education and Child Health) educates teen mothers about proper care and nutrition for their children on top of letting them get their high school credits and finish high school months earlier than the traditional high school student.
Please help keep our schools open!
Students for Palestine claims to be a collective of the Union, run by the Education Public Affairs Office in response to the recent events in Gaza. No motion declaring that this collective is part of the Union has passed through any committee or meeting of Students Council, the peak representative body for students at the University of Melbourne.
In a time where students are faced with structural changes due to the Melbourne Model, increasing class sizes, staff cuts and reduced subject choice, increasing costs and challenges like rising unemployment and costs of living, we reject the notion that these issues should be considered less important by the Education Department than taking sides in a conflict on the other side of the world.
The Education (Public Affairs) Officers moved a motion at Students’ Council to allocate $1000 to Palestine Solidarity Week out of UMSU’s general-use “Whole of Union Fund”. This motion did not pass, due to concern over the appropriateness of the money coming from Whole of Union, and concern over the inclusiveness of the events.
In response to a direct question, Education Public Affairs Office Bearer, Tim Arnot said that the Jewish Students Society would not be allowed to participate. When asked who could take part, Arnot replied that the collective would decide - and that any student that they defined as racist and/or Zionist would be banned from participating. We have a problem with people being banned from an event, due to the decision of a small amount of people on whether they are “racist” or not.
Previously, a motion at Education Committee had passed asking for $650 for Palestine Solidarity Week in the case that the $1000 did not pass at Students Council. That decision is now being appealed by three members of the Education Committee.
Then, at the next quorate Welfare Committee Meeting, $650 was asked for from the Welfare Budget for Palestine Solidarity Week. This was also passed, and is now being appealed by 30 members of the Student Body who believe that the Welfare budget should be used strictly for issues surrounding Students Welfare on Campus.
This comes at a time when so many students are in need of emergency housing that the University Housing Service is renting out backpackers hostels to house them. It comes at a time when no Postgraduate or International student can get a concession card. It comes just as it’s about to become even harder to receive Youth Allowance. It comes at a time when the Welfare Department needs to focus on serving students, not fighting the war in the Middle East.
Socialist Alternative, like others in the past, use student unions as resources, strip-mining them for funds to support their political agendas, which do not necessarily agree with the majority of Students. For the Union to be truly representative of the students that it aims to serve, the union needs to listen and take note of the majority of students. It must reflect their needs, their ideas and what they want the Union to be.
It’s time to draw the line. Student Funds are for Student Use, for the benefit of our students. If Students Council won’t reign in political corruption, then we will have to do it ourselves.
When signing this petition, please put in the ‘comments’ section your student number and a Y if you are a union member. We can't use your signature without your number and proper name.
About 1 in 150 children has been diagnosed with autism, based on a 2002 study done by the Center for Disease Control and Prevention. This can be rephrased as being a rate of 6.6 per 1,000 children. This outdated census is based on results conducted in only 14 out of the 50 states in the United States of America. Nor does this study include the most populous states such as California, Texas or Florida. Clearly the study is limited and the numbers reflect only the tip of a monumental and critical iceberg. There is little interest or regard for a problem that needs to be solved.
One problem is that children are being diagnosed too late, a good amount of time after they have already started school. Autism is hard to detect in its early stages, and its symptoms are not obvious until its victims have reached school-age. That is when there is a distinguishable difference between the child and its companions as well as the rate of learning and progress. Many studies prove that autism can be diagnosed by age 1. That is true. However, that is if parents take their children to doctors and specialists for evaluation. If there are no symptoms and no ways to look for early signs, about three-fourths of children will begin to appear to have the condition at age 9 years. This is according to a report in the June issue of archives of General Psychiatry. This means that before the child reaches the age of nine, he/she will be shuffled through his/her early years of school and then fall far behind other students upon diagnosis.
Another problem is that after these children have been diagnosed, they are placed in cramped environments labeled “Special Education”. Overcrowded classrooms and scarce teachers for the growing population of autistic students is one obvious aspect. These classes consist of teachers who work with a wide variety of disabled students from learning disabilities to speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, combined deafness and blindness, and traumatic brain injury. These classes are not much better in providing aid, the only difference is that the students with disabilities are removed from “normal” society and grouped together where teachers will attempt to educate the wide variety of disabilities similarly. According to executive director Kim Sweet of Advocates for Children of New York, only “a small number of special education teachers work with students with severe cases of mental retardation or autism, primarily teaching them life skills and basic literacy.”
A fourth problem is pointed out in an article by Thurlow, Sinclair and Johnson. Published in the Publication of National Center on Secondary Education and Transition, it states that “the dropout rate for students with disabilities is approximately twice that of general education students (Blackorby & Wagner, 1996)… and have been identified as being among the lowest performing students on current high-stakes tests… These scores have consequences for schools and often for students. Increasingly, high-stakes tests have significant consequences for students—they determine whether they are promoted from one grade to the next, or graduate from high school with a standard diploma (Thurlow & Johnson, 2000). Students who experience failure or who see little chance of passing these tests may decide not to stay in school—because either they will not be promoted or they will not graduate with a standard diploma… Accountability without the necessary opportunities and support for youth with disabilities to achieve high standards may increase the rate at which they drop out of school and fail to successfully complete school.”
In today’s state, helping students develop emotionally, feel comfortable in social situations, and be aware of socially acceptable behavior is not enough “general education” to equip them for the real world. The effects of general certifications versus advanced certifications to teach in private schools for autism are vastly different. The difference is that private schools receive enough funding (from parents) to effectively train students while public schools only have enough to get by. One example of an effective private school is the McCarton School. By the end of 2007, five of the 23 children in the school will be mainstreamed back into their districts into regular classes. Private schools use many tools that public schools can’t afford to use which include: intensive speech therapy, occupational therapy, sensory integration, etc. to “teach the children to function in their community and in their homes—in the places they actually live”, according to Feldman who is an instructor at the McCarton School holding a PhD. in psychology. The key is that their teachers have specialized training- something that many schools lack.
Does it make any sense at all that in a society where the rate of autism is steadily rising year after year, our school budgets continue to be cut more and more year after year? That is like withdrawing from a deposit in the bank while obliviously expecting to never run out even without making more deposits and at the same being shocked that the interest rate of return in our savings is decreasing. The more you put in, the greater the interest rate of return that our society will have. Children are the future. To take money from the future, is to set the nation up for doom. What kind of nation will it be in 20 years from today or even 30 years, when high school drop-outs are our voters and politicians while special needs adults join the growing number of homeless people? It will be a nation void of stable citizens producing stable incomes to support the social security system. Eventually, the system will crumble from the burden.
If governments need further proof that this crisis is real, let them look no further. Let them observe the increasing rate at which private schools are opening to make up for the obvious lack and inefficiency in public schools. Dr. Cecilia McCarton, Professor of Pediatrics at the Albert Einstein College of Medicine founded the McCarton Center for Developmental Pediatrics in 1998. She founded the McCarton School based on the increasing number of parents searching hopelessly for a cure, for treatment, for improvement, a sign or anything to relieve. “The numbers of autistic children we began to see in our Center suddenly became an avalanche. We would be giving therapy to these children and there would be no schools for them, no places for them to go to after age five. Autism overtook us,” she writes.
Let governments observe the flooding of public schools with autism and the inability of small private schools to keep up with demand. Additional solutions for inadequate education involve the increase of funding so that the range of influence and therapy can expand and provide more benefit from the use of IEP’s rather than requiring the use of such plans and not providing tools to carry them out. Public schools can be slowly turned into similar replicas of private school systems.
A small but growing number of districts are modeled after private schools with their personalized environments and highly qualified teachers. Health coverage is often brought up as an alternative to private schools, except health coverage does everything but that…cover. The responsibility is left to the schools.
Today, under P.L.102-119, all schools must offer special educational services and, unfortunately, the government ensures that only the bare minimum is done.Public education is not broken, we just spend too little on our schools and waste too much on less important issues.
On 1 April 2009, the Summit on the Engineer of the Future 2.0 (EotF2.0) was held at Franklin W. Olin College and was attended by over 300 individuals for the purpose of supporting the transformation of engineering education to the imperatives of the 21st century. At the end of that event, the attendees signed a document called the Transformation Proclamation calling for the immediate formation of an Alliance for Promoting Innovation in Engineering Education (APIE2). The Transformation Proclamation is presented in its entirety below and individuals around the globe--students, educators, and friends of engineering education--who support the document are encouraged to sign online.
The background information for this is in my blog at The DepEd, the CHED and Tuition Fees, Part 1 - Hanggang Pakiusapan na Lang Ba?.
It’s been nearly 30 years since we've redefined what 'basic education' means in the State of Washington, and over 20 years since our graduation course requirements have been updated.
Before the economic crisis, Washington school district budgets were hemorrhaging; programs were being cut, teaching staffs were being reduced, and basic resources were being drained. Now, $1 billion in new cuts to K-12 education is being called for.
In the past decade alone there have been 19 studies looking at how to improve Washington’s education system. OUR CHILDREN NEED ACTION NOW.
We call upon our elected lawmakers to act this legislative session to pass a framework for a transparent and modernized K-12 finance system that at least:
***Ensures our students graduate qualified and competitive for continuing education, work and life.
***Increases teacher pay and creates a plan to entice, retain and support the next generation of great teachers.
***Replaces complicated staffing formulas with a transparent school funding model that funds basics like decreased class size, librarians, counselors, and support for struggling students.
***Makes early learning ‘basic’ for our at risk children.
We respectfully ask our elected officials to honor their constitutional obligation to prioritize and fund public education so our 1 million school children and their educators can succeed in the 21st century.
PLEASE TAKE A MOMENT TO ADD A COMMENT WHEN YOU SIGN about why you think this is important, your voice matters.
Want to do more? We need you. Visit our developing website at wakidscantwait.com to learn how you can help.
This petition was authored by two mothers from Spokane and The League of Education Voters, Stand For Children and The PTA of Washington State. To learn more about the authorship please visit this link: wakidscantwait.org
Child abuse is a huge problem in Australia. In 2006-7, 37,094 cases of child abuse were substantiated in NSW alone (see http://www.aifs.gov.au/nch/pubs/sheets/rs1/rs1.html). Many resources and interventions have been created and implemented to combat child abuse and protect children from known and sustpected abusers.
Now, it is time to do something about child abuse before it happens, instead of waiting until the damage is done.
Parenting classes should be incorporated into school curriculum as a mandatory subject, implemented before Year 10 (at which point children are able to leave school).
Parenting classes will enable individuals to learn what to expect when having children, and how to cope with the stresses associated with a new baby. Understanding why kids behave like they do will allow individuals to make better, more informed choices regarding parenthood and parenting techniques, including how to deal with problems tactfully, rather than physically or using ignorance.
Education in this area will reduce the incidence, at the very least, of child abuse case resulting from neglect.
Carmarthenshire County Council is proposing merging Ysgol Y Gwendraeth and Maes Yr Yrfa schools.
We, the undersigned, back the 2B option. We believe a Category 2B school offers pupils in the area an opportunity for a TRULY BILINGUAL education.
A Category 2B school means that school pupils get a CHOICE of Welsh OR English for their education. The other options presented by the Council only cater to those wanting a Welsh-medium education.
The options offered by the council are as follows:
1. A Category 2A school on two sites. [80% of subjects must be through Welsh, meaning that science and maths may be offered in English as well as Welsh.]
2. A Category 1 school on two sites. [This means no English except in English lessons.]
3. A Category 1 OR 2A school pupils on one site.
AS OF FEBRUARY 25TH: A 4th option is offered - a category 2B school on 2 sites. This would mean at least 80% of subjects (excluding Welsh and English) are taught through the medium of Welsh but are also taught through the medium of English. We believe this is the only sensible option for the Gwendraeth Valley.
Stop closing schools for the landless and official attacks in Brazil against World Social Forum:
Authorities in the state of Rio Grande do Sul in Brazil governed by politicians that have received support from the Finnish-Swedish transnational company Stora Enso are now closing schools for landless. The sudden decision to close all the schools that have been started in MST encampments has come after a growing conflict between Stora Enso and MST, a movement that defends biological diversity against the monoculture plantations promoted by the transnational cellulose corporation.
A representative of the same authorities that are now closing the schools have simultaneously attacked the World Social Forum (WSF) that started in the capital of Rio Grande do Sul, Porto Alegre, and for many years have been held there. The WSF is widely respected in Brazil and globally as a strong inspiration for global democracy, including showing how the South can democratise the world.
The MST in Rio Grande do Sul was a pioneer twelve years ago in implementing a Brazilian law that supported schools in the countryside, and has become a model for the rest of the country. UNICEF Brazil have awarded the educational work which has developed due to MST as a model for education among children in vulnerable socio-economic conditions.
MST is not only struggling for implementing agrarian reform and education in the countryside but is also engaged in work of importance to the survival of the planet. The 1.5 million participants in the movement are aiming at ecological agriculture. This work of theirs is a direct threat to transnational companies who wish to make profit from gene-manipulated plants and monoculture plantations for the cellulose and agrofuel industries. One of the main opponents of MST is Stora Enso who has given financial support in the election to those political forces that are now trying to stop the landless movement.
We oppose this politics in the interest of Northern transnational corporations and the accusation that the WSF is an illegitimate, undemocratic force.
Students for Sensible Drug Policy is asking for your support of Assembly Bill 390, the Marijuana Control, Regulation, and Education Act -- the first bill ever introduced to legalize the sale and use of marijuana in California.
As introduced, this groundbreaking proposal would raise over $1 billion in annual revenue by taxing the retail production and sale of marijuana for adults over 21 years of age.
The bill would not alter existing legislation on the use of medicinal cannabis, nor would it impose new taxes or sanctions on the medical cultivation of cannabis.
Assembly Bill 390 proposes to make California the first state in the nation to enact a rational public policy for the control and regulation of marijuana. Please show your support for this measure by contacting your California Assembly members and urging them to support the Marijuana Control, Regulation, and Education Act.
California school's budgets are all being cut by $2.1 billion dollars.
One of two science courses that are required for high school graduation, are being cancelled.
Under performing schools are also being affected, having their special educational courses removed. Such as Test Prep.
Hundreds and thousands of teachers are being laid off, which is adding to the unemployment rates, despite President Obama's new stimulus jobs.
Music programs are being taken away in Elementary schools, taking away musical education in young children.
School years will be reduced by a week, and summer school will no longer be an option for recovering needed credits.
Dances, Marathons, and other activities are also being reduced due to the vacancy of money.
Kids should be able to experience all the educational and social experiences they are able to in their twelve years in school.
Why take that away?
Why take away life experiences from a child?
Sign this petition if you are against these cuts in the Educational budgets.
Studies done by California Department of Education and U.S. Department of Education consistently identified a positive relationship between reduced class size and improved student performance. Results from the Tennessee Project STAR (Student/Teacher Achievement Ratio) study have continually demonstrated that reducing class sizes in grades K-3 to 13-17 students substantially increases children's reading and mathematics scores. Our School District is proposing to increase these classes to 30-1.
We all know that the majority of public schools in these United States do not allow piercings. Why? Because they're considered a distraction. Well, conforming to others' beliefs and views is morally wrong.
It is unfair that students are not allowed to wear what they want, when they want. It does absolutely no harm whatsoever. Outside of school they do it, so why not during it? It expresses individuality.
And what good is a free country when there are rules that state no student may express who they are while at school?
The NT and Federal Governments have withdrawn support for having small schools or what are known as 'outstation learning centres' in the homelands/outstations.
This will inevitably have a worsening effect on Indigenous education, which is woefully problematic already.
Education which is delivered by dedicated teachers and which is relevant to the survival of outstation businesses, organisations and members is vital to a healthy Indigenous society in the remote regions.
This is just another unexamined ploy to force people back into overcrowded and dysfunctional communities under the guise of economic rationalism/expediency.
The Government of Canada estimates that sexual and physical childhood abuse costs this country $15 billion dollars a year.
The DeJohnette Commission Academy is a 32 week curriculum program. Parties involved are The DeJohnette Commission Academy and The McDaniel Foundation. The Commission has a goal to integrate and format an informal educational experience that allows students to make meaningful connections and discoveries beyond the walls of the classroom.
Currently the academy is a self funded program. The DeJohnette Commission Academy's goal is to obtain sponsorship. The long-term condition of The Commission Program is to interact with and engage all students of the Chicago Public School District with the Commission program. The Commission will enhance students of the public school system by ensuring the development of essential tools for students to remain successful and become business professionals.
The commission academy has also promoted parental interaction via constant outreach activities such as its annual Parent Appreciation Day. The McDaniel Foundation integration plan is to provide resource information to our youth by way of the Internet, radio, post cards and flyers.
Through our website radio talk show, Free resources Radio, we have retained community support and involvement.
Why do Republicans in the House of Representatives, choose not to support the Social Security bill? Failure to maintain substantial payroll tax revenues will allow the government to perpetuate the Social Security Trust Fund.
So why should We The People who can least afford to pay employment taxes under the guise that it is for retirement. Let's stop The government from diverting trillions of dollars of employment taxes for other purposes under the disguise of charity.
The West Milford Parks and Recreation Pre-School has been educating the young children of our township for over 25 years. However, the students, teachers and parents alike are worried that this will be their last year in their beloved school.
The West Milford Parks and Recreation Pre-School is a small, family oriented school that promotes not only the highest education available, but also a family friendly atmosphere for our children and their parents. Our children spend their days with devoted and loving teachers. These teachers have collectively dedicated over 50 years to educating our young children. Our teachers deserve job security and our children deserve the best that we can provide for them.
So, the families of students past, present and future have banded together to let the Township of West Milford know that we will not allow this to happen to our school. If the program must be moved to a new location, it must be one that is appropriate for our young children. One with opportunities for safe and structured play, both indoors and out.
Please sign this petition in order to keep the West Milford Parks and Recreation Pre-School open. Our children deserve the best academic and social education possible and that is found at the West Milford Parks and Recreation Pre-School.
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322. Save Digital Media!
TAFE NSW is planning on scrapping their Digital Media courses and replacing them with an IT Diploma that has a few subjects of a similar nature.
Previously, due to an agreement between TAFE NSW (Wagga Wagga) and Charles Sturt University, graduates of the Diploma in Digital Media have been able to articulate directly into the third year of a Bachelor of Arts (Multimedia). This has been largely due to the outstanding quality of work produced by our students, as well as the years of dedication and hard work by the teaching staff.
Thanks to the hasty and ill-thought decision of TAFE NSW, students will no longer be able to take advantage of this agreement. Additionally, students who enrolled in the course at the beginning of this year, under the assumption that they too would be able to go on to university, now find themselves stranded – in any sane situation, that would be considered a breach of contract.
TAFE NSW contends that the course they have instituted in place of Digital Media covers the same subjects and achieves the same outcomes – this is patently false. The new course contains no practical art subjects and has what amounts to a brief overview of animation and design. Students who complete this course will not be able to transfer their skills to university and hope to gain any subject credit. Additionally, the new course will be promoted under the name “IT (Multimedia)”, which has the potential to turn away scores of young people intimidated by academia.
Australia is already far behind the rest of the world when it comes to the arts, music, film and animation – do we really want to work towards making our nation even further behind? There is nothing to say about this pitiful decision, save that it is just not okay. It is tremendously short sighted; it may make sense in the short term, it will certainly improve the TAFE NSW bottom line – but at what cost to the community? How many more young people will leave Wagga Wagga because we don’t value the arts?
Sign this petition and help put pressure on TAFE NSW to reverse this decision immediately. For them to do anything less is tantamount to spitting on the efforts of both past students and the hard working teachers of Digital Media.
I am 24 years old I have a midsdemeanor of assault and battery on my record. Because of the assault I am not able to get an education in the feild that I have chosen which would be an RN.
You can't go to school with a misdemeanor on your record with violence.
Pupils are being taught outright in a foreign tongue (English). Students in secondary level are forbidden - being fined if they speak in their mother tongue (Iluko in Northern Luzon, Philippines) and even in Filipino - our national language! in Metro-Manila colleges & universities.) Competencies in mother tongue should be encouraged - must be legislated.
It's not fair. We had to do them when we were in Year 9, and they get to start their GCSEs early. We were put through so much pain to do them, and they should be as well.
Education for All: Building Strong Learning Foundations thru the Mother Tongue
Philippine basic education is now at a critical crossroad.
It now calls for the revisiting of our commitment to Education for All (EFA) 2015. All stakeholders have to be vigilant and involved. Otherwise, education will just be a weak transformative power in our society. Instead of education for all, it will be education for the few; instead of seeing Filipino youth become critical thinkers, coherent communicators, and productive citizens; we will see a generation of unreflective and mediocre mouthpieces of languages not their own.
We affirm the need to improve learning competencies in all subject areas, including English. Our educational system has to move forward following a roadmap drawn by experts in language and education based on empirical proofs. Experiences of other multilingual countries all point to the mother tongue as the best language of learning, especially in the early grades. The mother tongue is the most effective bridge to and foundation for the learning of other languages like English.
At this stage, however, many of our lawmakers and national leaders still hold on to the unfounded but long-held belief that an English-dominated initial basic education will produce superior learners. We submit that such educational strategy will only benefit a very small number of Filipinos—those who belong to families where English is the home language. But the truth is that the majority of our school children come from homes where the mother tongue is the predominant language. This explains their marginalization in the classroom.
Such marginalized learners, as pointed out by scientific evidences face the double burden of learning. They are struggling to learn the 3Rs on top of the big burden of learning an alien language in which they are taught. This predicament is one of the major culprits of poor performance and high drop-out rates. All of these imply the needed approach-- teach the yet unknown 3Rs through the already familiar local language and culture, build the learner’s capacity to learn and introduce a second language with the correct phasing. With such mother tongue-based multi-lingual education (MLE) framework, the mastery of all the learning areas including English is effectively attained.
It is a basic truth that language embodies a person's cultural identity and heritage. To uphold this truth, even international law guarantees and directs states’ educational system to develop respect for the child’s own cultural identity and language (Article 29-c Convention on the Rights of the Child). Thus, we reject any assertion that a local language may be inferior, inadequate and poses an obstacle to learning.
We also reject the usual argument that MLE is costly and, therefore, very hard to implement in the face of limited financial resources. Papua New Guinea, a poor Asian country of more than 800 languages, has demonstrated that reliance on local initiatives and resources for MLE is highly feasible and substantially saves on much costs of developing and producing learning materials. Recently, our own DepEd’s Agusan Pilot MLE Study corroborated the practicality and merits of local self-reliance and initiatives. Thus, we submit that ultimately, to insist on teaching with an alien language is more costly and inefficient when children do not become functionally literate and hardly develop higher order thinking skills and whose English competencies are mediocre.
During the Summer of 2008, DCPS volunteers were dispatched throughout the city to survey residents on how involved they felt their community to be in public education.
Overwhelmingly, these respondents reported that they heard mostly bad news about their schools. In fact, 68% felt that news outlets mostly reported the bad, while 9% heard mostly good, and 19% heard both equally.
With this information, we have come to realize that there must be a fundamental transformation in the portrayal of DC schools.
328. Nevada For Education
Currently the State of Nevada is in a Educational Civil War and its Carson City VS the People. At the end of this academic school year the best school in the east region in the Clark County School District will have to cut teachers, deans, and counselors.
Yes the people who run the school to allow your children to have a respectable education. Las Vegas High School will be cut next year by 300,000 dollars in funding which means class sizes possibly doubling from our current levels.
Please fight against this lack of governmental logic.
Animals are part of our world and deserve to be considered and cared for in a responsible and compassionate way. If parents and educators teach care and compassion for all living creatures to the children and the youth, we will create more humane generations for the future. This will improve conditions in general. It is a well known fact that people who care for animals, also care for people.
Compassionate leaders like Mahatma Ghandi and Albert Schweizer and Saint Francis of Assissi all agreed that you can judge a nation by the way it treats its animals and its children.
As Americans we have all bought into the American Dream. Everyone wants to make a better life and have a little more. But keeping up with the Jones’ has finally caught up with us.
So let’s get this straight…the responsibility for the current financial crisis in America, especially the mortgage industry, rests on all involved parties; consumers looking to have more for less, industry professionals looking to make a better income, corporate America looking to increase the bottom line. No single sector caused the financial crisis that we face today. The truth is that Americans are in trouble because they have little or no Financial Literacy.
As a professional in the mortgage industry, I have first-hand experience dealing with those exact people in crisis. I spend 25 plus hours a week of my time helping those homeowners who got into bad loans, are about to lose everything and have nowhere to turn for help. My phone rings an average of 12 times a day, every day, with another desperate person on the other end who faces foreclosure or bankruptcy because they can’t cover all their expenses. Their desperation is overwhelming and their lack of knowledge about how to manage their money is appalling.
In response to what we have seen, two friends and I are starting a non-profit business, Dependable Consumer Counseling, to address what we see as the fundamental problem in this situation: People don’t have the basic knowledge, we call it Financial Literacy, to manage their money. Our plan is two-fold: to help people explore all their options so they can get out of the crisis they are in and to educate men, women and children so they can have a more secure financial future.
We have had an overwhelming response from everyone we have talked to about our venture. Individuals have shown great interest in attending seminars on Financial Literacy in which we would teach them the basics of budgeting, buying a house and the fundamentals about credit. This type of common sense knowledge is not taught in schools. The teachers and counselors we have spoken with have shown great interest in having us come as guest speakers to teach this program to the children who are our future.
The best part is that we want to offer our services free of charge so that they are available to everyone.
So the concept is sound and much in need, but we feel that in order to be successful we need to do this full time and are starting a non-profit corporation to that end. This is where we need your help. We have looked into government funding and it’s either not there or we don’t qualify for it. And we truly feel that to accomplish our goal, our services must be offered free of charge. Please make a tax deductible donation today so we can help to make a better tomorrow.