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Petition Tag - education

301. Add Disability History to Curriculum

In the United States, there are 49.7 million Americans with disabilities. As of 2000, this represents 19.3 percent of the 257.2 million civilians age 5 and older, who are not living in prisons or other institutions. 6.5 million children and youths receive special education and related services to meet their individual needs.

More and more children with disabilities are receiving education at the home school in their neighborhoods. Many of these children receive services in a segregated environment and they are often the targets of bullying.

We believe, teaching the history of the disability rights movement and about the positive impact people with disabilities have had on technology and society, in schools as part of our history curriculum and standards of learning, is necessary. Teaching the history of other diverse groups, in our school systems, has been proven to have a positive impact on the group and society, as a whole. It has taught inclusion, communication, respect and compassion.

We know, teaching our children's generation about disability history will have the same impact. Our children will learn to have respect, inclusion, communication and, compassion toward their peers with disabilities. The impact this will have on society will be far reaching.

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302. GAZA World Leaders Unite for a Leading Eco-Sustainable Community and Peaceful Resolutions

United we stand. We do make a difference. We vote for truth, love, and honest reasoning. Current Issues affecting the children and people of Gaza (just to name a few) :

- Water Contamination, Nitrate levels in some areas 300x's the world health organisation's recommended levels!

- A 12yr old child in Gaza average hight and weight the same as an 8yr old child in West Bank.

- the blockading of education materials, text books, essential items of daily living, building materials, this includes being able to rebuild those that were damaged or distroyed during 2009 Assault: 15 of Gaza's 27 Hospitals; 29 Ambulances; 41 Primary health care centers; 280 schools and kindergartens; 11,135 homes; 700 businesses...

- Denial of civil liberties;

- Please if you are from Gaza and feel there is more you would like to be said... (or Palestine\Israel\Somewhere else in the world)... please write me: peace.ambassador@hotmail.com and I will make sure your voice and visions are heard when I send off the petitions and in any meetings with the powers of be...

subtotal of paper signs sofar... 864: Bulgaria 4;Spain 5; Argentina 1; Turkey 156; Finland 1; Canada 9; Korea 19; China 7; Germany3; Ireland1; france19; USA 12; NZ 1; India12; Italy 149; Iraq 2; UK 12; netherlands 2; Greece 150; Slovakia 1; Mexico 1; Brazil 2; Belgium 2; Tunisia 2; Morocco 6; Africa 4; Cyprus 3; Copenhagan 1; Swizeland 3; Slovinia 15; Lebanon 1; Romania 4; Montenegro 1; Syria 2; Malaysia 7; Serbia 1; Albania 2; Poland3; Japan 4; Israel 10; Pakistan 20; Ukraine 1; Afganistan 7; Egypt 20 (+100 who were too scared of Gov); Denmark 2; Sweden 2; Australia 167 + 500 peace love messages (95% from my community here: WESTEND)

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303. Add the Arts to Core Curriculum

Schools that have removed the Arts from their curriculum due to being deemed "at risk" by the No Child Left Behind Act suffer even more. Studies have shown that graduation rates decrease with the elimination of the Arts.

That is why we should petition Arne Duncan, the U.S. Secretary of Education, to incorporate the Arts into those schools that have eliminated them from their curriculum.

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304. Save the University of Gloucestershire - UCU Petition

The University of Gloucestershire is proposing to make a number of compulsory redundancies as part of its response to its current financial situation.

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305. Start a School of Public Health in Kurdistan

Kurdistan is in urgent need for public health professionals. We need the medical education system to focus more on primary and secondary health care.

The health care system in Kurdistan is paying more attention to expensive and less rewarding elements of care.

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306. Save Bishops' College

It has been proposed that Bishops' College closes and our children amalgamated with Central Technology College students to form a new academy on the existing CTC site with effect from September 2010.

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307. Support Community High Schools In North Seattle

Seattle Public Schools is developing a new student assignment plan. The new assignment area boundaries will largely determine which school students attend.

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308. Stop Hitting Our Kids

Enough is enough. Stop hitting our kids. Now.

No less than 20 states allow corporal punishment - using physical force that causes pain or discomfort - against a child with disabilities for purposes of discipline.

The ACLU/HRW report makes clear that students with disabilities are subject to corporal punishment at significantly higher rates than their peers who don't have disabilities. Florida ranks ninth in the nation on this list. Further, all too often, kids with disabilities are being punished for having a disability - for behavior that is a direct manifestation of their diagnosed and documented condition. The report documents instances in which this happens to children with autism and Tourette Syndrome. The report sums it up this way: "Students are being beaten for behavior they simply cannot control, or cannot reasonably be expected to control, a grossly disproportionate and fundamentally demeaning response to the child's condition."

Let's stop the punishment now and make it clear that any use of physical force for purposes of discipline against a child with disabilities (seclusion and restraint is another topic for another day) will be promptly and forcefully dealt with by our schools and elected officials.

To view the ACLU report go to:

http://fndfl.org/Blog/file.axd?file=Corporal+Punishment+of+Students+with+Disabilities+(2).pdf

To join our cause on Facebook go to:
http://apps.facebook.com/causes/341382/64787013?m=e56504ed


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309. Introduction of teaching program at UniSA Whyalla Campus

There is a need and opportunity for the University of South Australia to offer a teaching degree in Whyalla. This opportunity will address the critical skills shortage in the area of teaching, especially in regional and rural areas of South Australia, ( the Electorate of Grey) Teachers are of the utmost importance to the future of our society, and we believe and are concerned about the educational disadvantage faced by families and students, in Whyalla and surrounding areas.

We have a wonderful campus here, training country students who wish to teach, here in Whyalla will enable us to retain our teachers. It is important that regional students have more options of what, where and how they study. Retention of teachers (and young people) in regional areas is such an important issue.

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310. In support of Sarah Wright

Sarah Wright had been the education director for Mobile Symphony Orchestra for 9 years. The MSO education program has been nationally recognized for its excellence. The board of directors has fired her without giving a reason. Because of this she has no way to defend herself. She can't even say, "I didn't do that."

Beyond doing great work Sarah also set a positive example for the kids with her attitude toward her work and her community.

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311. Save The UC Davis Geography Graduate Group

The Geography Graduate Group (GGG) at the University of California, Davis needs your help!

In October 2009, the Graduate Council voted to end admissions to the GGG and close the program. Many students and faculty on the UC Davis campus and throughout the global geography community recognize the value of geographic education and would like to see this decision reversed.

Please help us convince the Graduate Council that admissions to the program and geographic education at UC Davis must continue by signing this petition!

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312. Permit Imagine Boys and Girls Academy to Utilize Morningside Elementary as a K-8 School Facility

Morningside Elementary School, part of Prince George's County Public Schools (PGCPS), was closed after the 2008-2009 school year as a part of the PGCPS Phase I Consolidation process.

All former Morningside Elementary School students have been reassigned to other schools, leaving the Town of Morningside as the only municipality without its own elementary school.

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313. Bring the Sex Ed Month of Action to American University

Late last night, Senator Orrin Hatch (R-UT) pushed through an amendment in the Senate Finance Committee authorizing $50 million in funding for abstinence-only programs as part of Health Care Reform- despite over 10 years of evidence that these programs do not work.

The researchers at Mathematica Policy Research Inc., "found no evidence that these abstinence-only programs increased rates of sexual abstinence. The study also showed that the students participating in these abstinence-only programs had a similar number of sexual partners as their peers not in the programs, and that the age of first sex was similar for both groups too."

According to Christopher Trenholm, the lead author of the study, "The basic takeaway message is that there are no differences between the two groups on any behavioral outcomes." These discoveries have been supported by many other studies. The DC community in particular has suffered from lack of information around the practice of safe sex. Our HIV rate is the same as much of Western Africa at around 3%.

The situation is even worse among women of color and gay, bisexual and MSM men in the district. There is a desperate need for accurate and comprehensive sex education in the District and the country at large.

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314. Keep Southeast Elementary School in Southeast District

Voters approved a school bond in 2008 that included a new elementary school and autism wing in the Southeast area.

Guilford County schools has selected a 55 acre location in McLeansville as the site of the new Southeast elementary school (located in the Eastern school district).

GCS indicates they cannot find a suitable site within the Southeast school district.

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315. Creating A New World Where All Children Can Thrive

Join us as we establish a New World System, that truly project the real meaning of "democracy" in the world, where every child have the opportunity to thrive, regardless of the ethnic or economic background, geographical location, gender or sexual orientation.

A world that is inclusive of elders and youth being protected by proper health systems, care of individuals in all communities around the world, the care of our land and animal kingdom, that is for the enjoyment of "all people".

The present world structure has been established through fundamentalist religion, Judaism (Jewish male dominated rulership), Christianity (European male dominated rulership) and Islam (Arab/Middle Eastern male dominated rulership), that perpetuate the so called "Superior Culture" that rules the world, and is in the contest of winning the leadership based on "material gain" called "capitalism" in the form of natural resources, i.e., oil, gold, diamond, etc., and human slavery for profit and to win a game by "brut force, through war".

A system that continues to perpetuate denial of human rights of women and children, creating abusive situations, regardless of ethnicity, through rampant sexual assault (a number one tool used in war, to defeat the so called "enemy", the so called "other"), unjust child labor, majority of women in the role of sub servitude at the mercy of the "male dominated" society across the world, inclusive of the so called "Free world", "America" through Fundamentalist Religionists, Right and Left winged politics and the power through the monetary system created as a tool in dividing the world in different so called "classes, i.e., 1st class, second class, third class citizens". In God's kingdom there is only "one class of citizenship" those who all are living an abundant life, based on the Promise of the Universal System we find in such wisdom teachings as Genesis 1 in the Holy Scripture, promised to all inhabitants.

Our petition is to advocate a New World Order through a "Heart centered" Universal System, that is inclusive of all spiritual disciplines that advocate and promote the true equality of all of humanity based on the one ruling principle, "that all of humanity is created in the image and likeness of God" (whatever we may call this image), that every human being is a part of the whole, and deserve justice and liberty based on the factor that everyone on earth is worthy to be on the planet and it is enough provided for us all when we have a "heart centered" focus. Through a "heart-centered" social order, we are aware that the Creator, created all of us in the image and likeness of this Holy Order, and everything created is GOOD!

We believe this same message is also backed up in the Egyptian Kemetic Philosophical teachings, Judaism, Hinduism, etc., all are part of this Spiritual Universe,and regardless of what Spiritual disciplines are practiced, all participants are promised the fruits from the Tree of Life, just because EVERY SOUL on EARTH is part of the Universal Source.

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316. Leeds College of Art should Pay Up

In 2004, the University & College Union signed a national agreement that produced a new improved pay scale for lecturers. Initially, only around one third of the colleges implemented this new pay deal, leading the union to take widespread industrial action in 2005 to improve this.

As a result, the great majority of colleges have implemented, or are in talks to implement, the improved pay scale. But around 60 colleges continue to refuse to do this. Leeds College of Art is one of them.

Our college has refused to put in place better pay for its staff. The college continues to secure LSC funding, but it has made a decision to pay staff less than colleagues at other colleges.

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317. Remove vulgar and sexually explicit language from the WCHS curriculum

Wayne County High School is using curriculum (required/optional reading) that has vulgar language, "Adult" subject matter, and explicitly sexual language: "The Kite Runner" by Khaled Hosseini.

Wayne County School Board should remove "The Kite Runner" from curriculum use in any school (High School or below) as evidenced by this content:

P 7 men giving sexual gestures to a boy and using the word c**t
p75 homosexual rape of a young boy described in detail
p 77 "quick rythmic grunts"
p 78 describes blood on his pants and between his legs after the rape
p 89 g*dd**n
p 91 thinking about the rape "...droplets of blood staining the snow..."
p 92 g*dd**n twice on this page
p 178 f**king unfair
p 179 refers to women as meat and g*dd**n
p 179 f**k 'em
p 233 g*dd**n
p 256 an orphanage selling children for men's pleasure
p 269-272 describes in great detail a stoning during an intercession on soccer field
p 277 describes going door to door killing people in front of their families. Then the families were killed as well if they tried to drag them in so the dogs would not eat them (literally)
p 280 a boy is dressed as a belly dancer and made to perform for the rapist who then slides his hand "up and down the child's belly"--"Up and down, gently, slowly"
p 310 describes blood dropping from the seat of the boy's pants

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318. No more high school dropouts

The dropout rates today are climbing to record heights. I am a Canadian Youth who is dumbstruck at the amount of crime in today's society that can be remedied by enacting a law that students MUST Receive their Highschool diplomas before leaving highschool behind forever.

I believe that a full education is one of the stepping stones to a better society.

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319. Help Schools Go Green

To educate students, schools use paper and electricity extensively. Paper is used for worksheets, written exercises, textbooks, novels, and other products that are made from trees, which supply the planet oxygen and help reduce the effects of global warming.

By consuming the carbon emissions that pollute our atmosphere and alarmingly intensify the greenhouse effect, trees help cool the planet, but by cutting down more and more of them, we are escalating the effects of global warming and causing the polar ice caps to melt from the heat of the intensified greenhouse effect.

By using electricity extensively in schools, we are burning coal and releasing more and more carbon emissions into the atmosphere and strengthening the greenhouse effect even more. As this causes the melting of polar ice caps, we can already see what happens when it continues. As ice breaks up and melts in the warmer waters, polar bears and stranded in the water and will eventually drown.

Shorelines are advancing from the excess water from melted glaciers added into the ocean, and beaches are shrinking rapidly. If we don't do anything before its too late, we may make entire coastlines disappear from the swelling sea levels and entire species become extinct from lack of habitats.

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320. Education Maintenance Allowance - base it on the present not the past

What is EMA?

Basically, EMA is cash in your hands to help you carry on learning. If you’re 16, 17 or 18 and have left, or are about to leave, compulsory education, then it could be for you.

EMA spells fewer money worries with up to £30 a week during term time – leaving you to get on with your studies.

THIS ALLOWANCE IS BASED ON ON YOUR FAMILIES INCOME A YEAR AGO NOT AT THE PRESENT TIME ESPECIALLY IN THE PRESENT FINANCIAL CLIMATE - MANY YOUNG PEOPLE MAY NEED THIS SUPPORT TO CONTINUE THEIR EDUCATION - SO LAST YEAR YOUR FAMILY COULD OF HAD A 50,000 INCOME AND THIS YEAR 8,000 AND YOU STILL WONT GET IT!

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321. Give NSW Students in years 10-12 in 2009 a free laptop each as well

In 2009, students in year 9, received a free laptop computer from the government, however the government completely disregarded the people in years 10-12 in 2009.

Please sign this petition if you think that the government should also give free laptops to students currently in years 10-12 in 2009.

If you want to know more please visit the blog!

http://thelaptopproject.wordpress.com/

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322. Approve A New Public School Choice for Georgia Children

Georgia Connections Academy is a pioneering virtual public charter school whose mission is to maximize academic achievement for students in grades K-12 throughout the state of Georgia who need an alternative to the traditional classroom.

Georgia Connections Academy’s belief is that all students can thrive through a Georgia Performance Standards-aligned, individualized learning program that combines the best in virtual education with unique technology-based teacher productivity tools and very real connections among students, family, teachers, and the community. Students will attend school primarily from home, following a Personalized Learning Plan under the supervision of highly qualified Georgia teachers working in partnership with the student’s face-to-face “learning coach” – typically a parent/extended family member. The school will also provide students with all necessary technology along with community socialization activities.

The Connections Academy virtual school model has already shown that it resonates with families across Georgia. More than 21,000 Georgia families have expressed their interest in having a quality virtual charter school by contacting Connections Academy by telephone, email, or the website.

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323. Support Charter Schools in Schenectady

What do other cities like Albany and Troy have that Schenectady does not? Innovative charters schools that close the gap for students not succeeding in traditional public schools!

Charter schools all over the country including right here in the Capital District are having significant success with teaching students academics and character building skills using out of the box methods. Schenectady’s parents are missing out on the opportunity to choose schools that offer teaching styles that differ from the traditional classroom. As a result our children are missing out too!

Everyone is aware people learn differently. Why deny our children the chance to succeed academically in a charter school with a design more suitable for their learning style?

Charter schools are tuition-free public schools created by parents, educators, and community leader. They are open to all students. Charter school students are required to take all state tests, and must comply with laws regarding health, safety, civil rights and special education.

Charter schools are independent and do not answer to a local school district superintendent or board of education. Instead, each charter school is run by its own board of trustees, responsible for overseeing the school and ensuring its success. Because charter schools are not bound by many of the state laws and regulations governing public education, they are free to develop their own curriculum, choose staff, set educational goals, offer a longer school day and school year, and establish their own standards for student behavior.

Charter schools are required by law to increase student achievement or risk the chance of being closed down. The driving concept behind the creation of public charter schools is to give parents choice.

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324. Attention!! Spread The Word About Online Schools!!

This is the day of tomorrow! Read the petition!

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325. Save California Schools - Lower local parcel tax to a 55% majority

The California Constitution requires a 2/3 majority to raise a parcel tax, which benefit school districts. The current approval threshold of 67% has deterred many communities from passing special taxes to raise money for local schools.

Currently, the state of California is facing an unprecedented budget crisis, which has resulted in deep cuts to education.

Sen. Simitian (Palo Alto) has introduced a bill called SCA 6, which will lower the majority requirement for an increase of a parcel tax, benefiting local school districts, to a super majority of 55% (same as the requirements to pass bonds).

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326. Action for Learning Democracy

Our society depends on active, informed and effective participation in democratic politics. However, many people today feel powerless. They do not trust politicians or the political system and do not take part in politics at any level.

To restore trust in politics, we recognise our responsibility to enable everyone to take part in democratic politics at some level, and to enable people to develop the confidence, skills and knowledge to have an effective voice.

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327. Demand Those Responsible Pay Back The Missing Education Dollars

ADLER - AUDITOR'S FINDINGS IN WILLINGBORO MERITS CRIMINAL PROBE

Audit: Willingboro school officials faked financial reports in 2005.

TRENTON - Senator John H. Adler today asked State Attorney General Stuart Rabner to launch a criminal probe to punish those responsible for misappropriating millions of taxpayer dollars in the Willingboro Township School District.

"As we tell our children, there have to be consequences for wrongdoing," said Senator Adler, D-Cherry Hill. "Taxpayers need to know we will dig down to the root causes of wrongdoing and punish those responsible."

In a report by State Auditor Richard L. Fair, it was disclosed that Willingboro officials approved a grossly under-funded budget for the 2005 fiscal year and then falsified reports to cover up the shortfall, causing a crisis which was abated only after the Legislature sanctioned a $10 million bailout loan.

"It is unconscionable that New Jersey taxpayers should be asked to tolerate and to subsidize what very well may be criminal behavior," Senator Adler said in a letter today sent to Attorney General Stuart Rabner. "As a taxpayer, I am appalled. As a State Senator, I appeal to you for a corrective remedy."

The Auditor's report noted that the Willingboro School Board said its vote to approve the budget was based on "falsified" information supplied by district staff. In July of 2005, the board suspended School Superintendent Alonzo Kittrels.

In the wake of a school district deficit set at $5.9 million, three Willingboro schools were shuttered in the district of 5,600 students.

The State audit found that the district's 2005 budget set aside $13.6 million for teachers' salaries when the actual cost was $17.7 million and that a monthly report on the district's financial activity consistently understated expenses.

"Children should see that grownups who abuse taxpayers are held accountable," Senator Adler said. "Otherwise, we're all complicit."

Senator Adler served as co-chair of the Joint Legislative Committee on Public School Funding Reform which recommended tighter fiscal accountability procedures for districts throughout New Jersey.

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328. Stop Ohio Governor Threatening Early Learning Initiative

Early Learning Initiative (or E.L.I.) is a learning program for children under the age for kingergarten admission. It provides manifold benefits.

First, it can act as a day care partial or full day schedule for working parents.

Second, it does this while fostering a child's growing mind, thereby preparing them for the rigors of a more active academic curriculum.

Third, it helps the children learn the intricacies of social interaction in a controlled, nurturing setting.

Finally, it allows for the early identification of various learning disorders in children by trained professionals.

The Governor of the State of Ohio, Ted Strickland, wants to eliminate funding for this program.

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329. Help the VI Dept of Education to Retain Federal Funds

Recognizing the fact that the Virgin Islands Department of Education (VIDE) continues to engage in the practice of returning federal education funds that could be utilized for our children.

Recognizing that the VIDE has failed to explain to the people of the Virgin Islands why it has returned more than $10 million in federal money in the past 6 years.

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330. Think Globally - Act locally - Endorse the Earthcharter and Seed the Change

The mission of the Earth Charter Initiative is to promote the transition to sustainable ways of living and a global society founded on a shared ethical framework that includes respect and care for the community of life, ecological integrity, universal human rights, respect for diversity, economic justice, democracy, and a culture of peace.

http://www.earthcharterinaction.org

Preamble
We stand at a critical moment in Earth's history, a time when humanity must choose its future. As the world becomes increasingly interdependent and fragile, the future at once holds great peril and great promise. To move forward we must recognize that in the midst of a magnificent diversity of cultures and life forms we are one human family and one Earth community with a common destiny. We must join together to bring forth a sustainable global society founded on respect for nature, universal human rights, economic justice, and a culture of peace. Towards this end, it is imperative that we, the peoples of Earth, declare our responsibility to one another, to the greater community of life, and to future generations.

Principles

I. RESPECT AND CARE FOR THE COMMUNITY OF LIFE
1. Respect Earth and life in all its diversity.
2. Care for the community of life with understanding, compassion, and love.
3. Build democratic societies that are just, participatory, sustainable, and peaceful.
4. Secure Earth's bounty and beauty for present and future generations.

II. ECOLOGICAL INTEGRITY
5. Protect and restore the integrity of Earth's ecological systems, with special concern for biological diversity and the natural processes that sustain life.
6. Prevent harm as the best method of environmental protection and, when knowledge is limited, apply a precautionary approach.
7. Adopt patterns of production, consumption, and reproduction that safeguard Earth's regenerative capacities, human rights, and community well-being.
8. Advance the study of ecological sustainability and promote the open exchange and wide application of the knowledge acquired.

III. SOCIAL AND ECONOMIC JUSTICE
9. Eradicate poverty as an ethical, social, and environmental imperative.
10. Ensure that economic activities and institutions at all levels promote human development in an equitable and sustainable manner.
11. Affirm gender equality and equity as prerequisites to sustainable development and ensure universal access to education, health care, and economic opportunity.
12. Uphold the right of all, without discrimination, to a natural and social environment supportive of human dignity, bodily health, and spiritual well-being, with special attention to the rights of indigenous peoples and minorities.

IV. DEMOCRACY, NONVIOLENCE, AND PEACE
13. Strengthen democratic institutions at all levels, and provide transparency and accountability in governance, inclusive participation in decision making, and access to justice.
14. Integrate into formal education and life-long learning the knowledge, values, and skills needed for a sustainable way of life.
15. Treat all living beings with respect and consideration.
16. Promote a culture of tolerance, nonviolence, and peace.

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