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Petition Tag - education
Two years ago, I was 14 years old and I decided to make a petition to bring back Millsberry. While over 5000 signatures was a tremendous amount of support, we need more. Thanks to everyone who signed the last petition and continue to sign it.
Now we must reach a much higher goal of signatures if we want to save a newer generation. This program was amazing for my childhood and gave me so much knowledge that I wouldn't have known otherwise. Millsberry was a educational fun place where you learned about life, giving back, philanthropy, history, morals, ethics, and how to continue to be a kid while living in positive neighborhoods to suit your style.
Many teenagers and tweens today still wonder about the website that cancelled. We don't know what happened but it's time for them to BRING IT BACK or make a new one.
Yad Vashem is a memorial to the Jews murdered during the Holocaust. It contains the world's largest collection of Holocaust-related information and a museum which receives up to 10,000 visitors per day.
Museum exhibits have written explanations in English and Hebrew. Visitors can also rent headsets with audio guides in Hebrew, English, Arabic, French, German, Spanish and Russian: a total of just 7 languages. It's a very moving and educational museum for those who understand the explanations. For everyone else the museum is a series of graphic WW2 images.
Yad Vashem should memorialize the Holocaust for all people, not just speakers of the 7 languages listed above. Yad Vashem should increase the number of audio guide languages available to tourists. In particular, this petition is for the addition of Japanese.
עבור יהודים ושאינם יהודים בעולם כולו, יד ושם הוא המוסד הרשמי המנציח את זכרם של היהודים שנספו בשואה. ביד ושם ישנו האוסף הגדול ביותר של חומר הקשור לשואה ומבקרים בו כ 10,000 איש ביום.
ההסברים למוצגים במוזיאון כתובים בעברית ובאנגלית, ומבקרים שמעדיפים הסברים בשפות אחרות יכולים לשכור לעצמם אזניות שמע עם הסברים בעברית, אנגלית, ערבית, צרפתית, גרמנית, ספרדית ורוסית; סך הכל שבע שפות. המוזיאון מאוד נוגע לליבם של אלה שמבינים את ההסברים ותורם להשכלתם, אך עבור כל האחרים הוא רק עוד מוזיאון שמציג תמונות ומוצגים ממלחמת העולם השנייה.
יד ושם צריך לאפשר ליותר תיירים לקבל הסברים בשפה שלהם. העצומה הזו היא ספיציפית להוספת הסברים בשפה היפנית.
Education Reforms through Research and Advocacy. This petition calls for at least a 10% Budget increase in the Education Sector of development Head in Sindh Province Pakistan.
Pakistan is spending 1.8% of GDP on education which is lesser then any developed country, even somewhere equivalent to Sub-Saharan Countries while in case of Sindh Province, only 9 billion are allocated in the recent budget (2012-13) for education.
If we compare the budgetary allocations for education with the total provincial allocations, it is clear that educational allocation have remained between 7-8%, which is nevertheless higher than the national average of 4-5%. On the other hand we look at the challenges and issues of education sector, then there is a need to give importance to the education and increase budget of those area where enrolment ratio is very low.
This allocation and expenditure is directly and indirectly associated with the quality of the education. At provincial level the budget comes from ministry of finance. PIFRA (Project to Improve Financial Reporting and Auditing is responsible for the check on regulation of funds. These funds are allocated for province at the time of budget approval. Then at the set tenure the expenditure bills are submitted and next instalment is requested. Similarly the process trickles down to districts and at lower administrative levels.
Unreasonable allocation of budget for primary and secondary education is an issue but it is also issue that allocated amount is not properly utilized which is undermined by the Civil Society organizations because of lack of evidence based research and convincing advocacy campaign. Proposed project is based on such research and advocacy. Following is strong justification for the proposed initiative.
i. The government lacks the systematic publication process that translates the heavy budget books in the language of common man. There are heavy volumes of budget copies published but not reached to people. This reduces the level of confidence of public on government. Public feels ignored.
ii. There is no system available that is put in to carry out an analysis on regular basis that shows from per child investment to trends of variations in expenditure with reasons. And that analysis is easier to comprehend.
iii. The school specific budget is still an activity on its way to be realized in the province. Although government through Reform Support Unit (RSU) Sindh is trying to put in a system of school specific budget.
From this there are few strong needs emerging:
a) Strong voice of people to influence the policy makers and make them realized for increasing education budget and develop system or defined procedure that immediately disburses the funds to districts from provinces and then to schools on time.
b) A public friendly publication of accounts’ status and analysis of expenditure even up to per child investment in public sector.
From the general context if particularly seen, Government of Sindh needs a big support in implementing such a policy that helps in bringing public closer to their responsibilities of facilitation in educational process and financial transparency, besides the actual problem of releasing the funds on time and as per allocations.
This is most faced by primary education in Sindh. According to Government of Sindh, Ministry of Education and Literacy there are total 44,500 primary schools with a total enrolment of 3,285,218 and a total primary teaching staff of 96,243 teachers across Sindh with following notable statistics ( source: http://www.sindh.gov.pk/dpt/EducationFinal/index.htm ):
Boys Primary Schools = 18, 454
Girls Primary Schools = 7, 452
Mixed Primary Schoolschools= 18, 594
Boys Enrolment = 1,970,777
Girls Enrolment = 1,314,441
Male Teachers = 69,489
Female Teachers = 26,754
The specific problems include:
1. Delay in the release of budgets, under utilization of the released budget, no proper justification and need assessment of the development schemes. New dimension can be explored that what should be done when resources are limited but these should be used properly. This can be linked with ASER study that private schools having same per child expenses are performing better as for as their learning achievements are concerned ( http://aserpakistan.safedafed.org/admin/fckfiles/Press%20Release-Draft.pdf ). Expense per child cannot be tracked despite right to information laws in the country.
2. There is no school specific budget for primary schools as yet. The funds come in pool for whole Taluka/Tehsil under Assistant District Education Officer (ADEO). The male decides for boys and mixed schools whereas female for girls schools. The funds are awarded as per needs of school and influence of individuals. Unfortunately this even happens late. Funds arrive with delay and by that time the actual needs either gets worse converts into another.
3. There is no such analysis available or at least is not available for authentic use that can be referred to see the trends of budget expense during a year. There are variations noted and published for accounting purpose to see the expenditure flow but their effect on the quality of education is not seen or connected. Late release of funds causes an inappropriate spending and lapse. This must be recorded and its effect must be seen on the education.
4. Public level information of expenditure. Common man does not know where his money goes that he pays in direct and indirect taxes. The government may publish a half yearly supplement in the newspapers to show what exactly went where making it simple for people to at least be able to understand what are the uses of their money specially in the field of education.
64. Not livetext
For the past couple of years, students as well as faculty and staff have been mandated to use livetext.
This program is designed to store portfolios of students' work however the program is not user friendly.
There are several tabs and places that you must store your document(s) in addition to an overwhelming amount of information all over the site. Most students end up duplicating their attachments just to find out that they are still attached in the wrong place.
Professors have to search and find all of this information while performing their other duties such as grading assignments in a timely manner so they are reported immediately.
Professors, faculty and students find it very difficult to use and the program is not efficient for anyone. It's also a complete waste of time and money.
Most students have to pay over $100.00 to access this site only for it be non-functioning.
A school may be approved for attendance by nonimmigrant students if it has both instruction in the liberal arts, fine arts, language, religion, or the professions and vocational or technical training.
In that case, a student whose primary intent is to pursue studies in liberal arts, fine arts, language, religion, or the professions at the school is classified as a nonimmigrant under section 101(a)(15)(F)(i) of the Act.
A student whose primary intent is to pursue vocational or technical training at the school is classified as a nonimmigrant under section 101(a)(15)(M)(i) of the Act.
My son was injured by H1N1 Swine Flu vaccine, as were many others, encephalomyelitis, resulting in many side effects, movement disorders, sleep & Breathing disorders, muscle disorder, and more. He is now 17.
He wants to go to college, he wants to work. But Irish Dept of Health who administered vaccine refuse assistance and compensation.
Medical costs are in the thousands per year.
INVISIBLE NO MORE!
We are an International community of advocates working together to educate and create global healing.
We are committed to being the force behind movement to stop the traumatic cycling of Ptsd, through education awareness and advocacy and we need the world to stand with us.
The enormity of PTSD's pervasiveness Internationally most certainly makes it a Global Crisis that can no longer be ignored.
A group set up to petition the Scottish Parliament for Dyslexia Friendly Classroom Accreditation for EVERY school in Scotland.
Research suggest that the 30% of pupils at risk of literacy failure can be reduced to 3% with effective dyslexia friendly classroom teaching and “compensatory interaction”.
Dyslexia Friendly Classrooms are an integrated, all-inclusive way of teaching which benefits all pupils and not just the dyslexic students.
One of the basic principles of becoming a dyslexia-friendly school is the expectation that teachers take immediate action when faced with learning needs, rather than refer for assessment and wait for a ‘label’. In a dyslexia-friendly school all teachers are empowered, through training, policy and ethos, to identify learning issues and take front-line action. The focus has changed from establishing what is wrong with the child in order to make them “better”, to what is right in the classroom in order to enhance the effectiveness of learning.
This method of teaching can help the dyslexic student remain in the classroom and improve their learning experience throughout their school years.
Let me say that those in power have a tendency of showing favoritism in our educational sector through appointing of their relatives to jobs such as teaching resulting in poor results in and for our country.
Ysgol Llanbedr is an English Medium, Church School in a Safe Rural Setting.
Denbighshire County Council School review in the Ruthin area aims to:-
1. Ensure the sustainability of high quality education provision;
2. Improve the quality of school buildings and facilities;
3. Provide the right number of places, of the right type in the right location.
Ysgol Llanbedr Facts:
1. The quality of education at Ysgol Llanbedr is very high, with results always exceeding the Denbighshire and Wales average;
2. The school buildings and facilities are one of the best in the review;
3. Ysgol Llanbedr is a fast growing school attracting many new families in a fabulous location.
4. THE DIOCESE IS 100% IN SUPPORT OF YSGOL LLANBEDR STAYING OPEN.
The flawed proposal has not taken into account the rapidly growing number of pupils registered to attend Ysgol Llanbedr in the coming years.
The proposal is to close Ysgol Llanbedr and transfer the pupils to Ysgol Borthyn (the other English medium Church in Wales school in the area) This proposal has not taken into account the growing number of pupils registered to attend Ysgol Llanbedr. The proposal is to sacrifice Ysgol Llanbedr, The Jewel in the Crown, to draw down funding for other Educational Projects in the County.
Ysgol Borthyn uses a mobile (portakabin) classroom and does not have off road parking for the safe transport of children to school. Ysgol Borthyn would also be at risk of closure in a couple of years should a new school be built in Ruthin. The majority of pupils who go to Ysgol Borthyn live very close to the likely site of this new school. The disruption of two school closures for primary school children should not be underestimated.
The Local Development Plan has 70 new houses proposed for Llanbedr. Once these houses have been built the demand from the village for the local village school will further increase.
Abbie Loveland tuller is rich with history, and is the only Abbie Loveland school left of the 17 spread around the nation that were established by Mother Abbie and ran by 40 nuns. In 1954, Mother Abbie moved to Tucson, Arizona for health reasons. In 1955 she bought a wonderful property called the Merry Weather Ranch that had been built in the early 1900’s.
The ranch came complete with several quaint Spanish style buildings that the school still uses today. Mother Abbie changed the name of the ranch to Abbie Loveland Tuller School and converted it into a convent and private boarding school. Over the years people have donated their surrounding homes to the school, bringing the school to its current total of ten buildings on approximately 7 acres.
The school has now converted the buildings into classrooms, guest homes and even a library. Abbie Loveland Tuller is unique, and the only school of its kind in Tucson Arizona, and maybe even the nation.
The implementation of the Common Core is illegal.
The Constitution’s Tenth Amendment, the Elementary and Secondary Education Act, the General Education provisions Act and the Department of Education Organizational Act expressly prohibit the federal government from directing and controlling education.
Here is a little background on Common Core:
-Contrary to proponents' claims, the Common Core Initiative is not "state-led," but rather the Common Core (CC) standards were created and funded by special interests. States had little to no input.
-The federal government has coerced states into accepting the CC standards, by tying their adoption to Race to the Top funding, No Child Left Behind waivers, etc.
-Under the constitution, the federal government has no role in education policy. Moreover, three federal statutes prohibit what the federal government has done with CC and the attendant assessments.
State/Local Control and Governance
-The federal government is funding the creation of the tests that will be aligned with CC and what's on the tests will dictate what's taught in the classroom. The inevitable result will be a national curriculum controlled by the federal government.
-A state must accept the CC standards word for word. It may add 15% content but may not subtract anything. Anything it adds will not be included on the national tests.
Cost of Implementation to the States/Localities
-The states' costs of implementing CC will be substantial and will include new textbooks, teacher re-training, technology, etc. One study estimates $16 billion nationwide in implementation costs alone.
-As part of the CC process, the federal government pushed states into creating massive databases of very personal student and family information, which it can now share with other federal and state agencies.
74. Save Our Space
We are currently temporarily occupying the space at the old Vintage Warehouse at 84-88 Lower Parliament Street, Nottingham, NG1 1EH.
We wish to make this occupation a permanent one. Our primary use for the building would be to use it as an education facility for young people in the Arts and it is also our intention to provide many smaller spaces that are rentable at low cost to Nottingham based designers/craftespeople/artists and performers within this buiding.
The idea is to nurture young creatives through the difficult process of learning their skills and provide them with enough support to set up their own creative businesses which can be incubated through the low cost rent of the smaller spaces. The main part of the building would be a flexible hub for creative entrepeneurs and other members of the public as well as a performance, exhibition and retail space.
The building needs to be granted a change of use from the current retail only use to a multi-functional one and needs major investement from the Arts Council to make it fit for purpose. As a smaller company and not one of the Arts Council's National Portfolio Organisations we need your help to petition the City Council for the change of use and to persuade the local Arts Council that the facility is needed.
Please sign here to support local artists and businesses.
We petition the government to work with the Department of Education to remove the SOlS. The State and Federal governments should be the one's in charge of students education. It would also help the economy because then you wouldn't need a "Department of Education".
Under the "No child left behind" Act students have been pressured to only pass SOLS, have had courses on how to pass them and even students scores affect how much (if any) of a pay increase teachers get.
We Demand that SOLS be removed and speak for the overwhelming majority of Americans that want to get rid of SOLS.
In Madagascar, autism is unknown to the point that in most cases it is seen as an effect of witchcraft.
Children with developmental disabilities are often excluded or receive misdiagnosis and wrong treatment or simply left to their fate by their surroundings through ignorance or lack of means.
For 2013 academic year, too many children were unable to enjoy their right to education, because of the lack of adequate infrastructure, trained teachers , laws on the protection of children, and especially by lack of compassion and openness.
The first step needed is a proper diagnosis of the case of each child who will implement the support that it is the most suitable.
Only this diagnosis can’t be done in Madagascar as the services and specialized medical personnel is too few and are not yet available for all families. To make such diagnosis, families must go outside: Reunion , France , South Africa , etc. which is beyond the reach of many families.
The purpose of the petition is to make a citizen advocacy for our children and for parents who are left behind. Together, we can influence both Malagasy institutions to establish a humanitarian aid program to help children. Above all, give right to children to be diagnosed by international experts through a humanitarian mission to Madagascar.
Together, we can require a support plan for parents to know the right of their children and to be able to seek legal recourse when this right is violated! In the longer term, we ask for the development and implementation of an adequate education system, closely made with all stakeholders
Les statistiques mondiales sont très variables mais une moyenne de 1 enfant sur 100 pour l’année 2013 est reconnu touché par les TSA (Troubles du Spectre Autistique). La montée en flèche de ce chiffre est très alarmante de plus que les sources de ces troubles ne sont pas encore très bien connues, au même titre que les « soins » à apporter.
A Madagascar, l’autisme est méconnu au point que dans la majorité des cas il est perçu comme un effet de sorcellerie. Les enfants atteints des troubles du développement sont trop souvent laissés pour compte ou reçoivent de faux diagnostic et de faux traitement ou simplement laissé à leur sort par leur entourage par ignorance ou faute de moyen.
Pour la seule rentrée scolaire de l’année 2013, beaucoup trop d’enfants n’ont pas pu jouir de leur droit à l’éducation faute d’infrastructure adéquate, d’enseignants spécialisés, de lois sur la protection des enfants différents mais également et surtout de compassion et d’ouverture d’esprit.
Le premier pas nécessaire est un bon diagnostic du cas de chaque enfant qui permettra de mettre en place l’accompagnement qui lui est le plus adapté. Seulement, ce diagnostic ne peut se faire à Madagascar car les services et personnels médicaux spécialisés sont encore trop peu nombreux et difficilement accessible pour les familles. Pour faire un tel diagnostic, il faut aller à l’extérieur : La Réunion, France, Afrique du Sud, etc. qui est hors de portée d’un grand nombre de famille.
Le diagnostic est une réponse à une longue recherche d’explication aux difficultés et aux comportements particuliers de l’enfant. La période de supposition, de doute et même éventuellement des sentiments de culpabilité va pouvoir se refermer donnant une explication plus rationnelle. Le diagnostic définit également une ligne de conduite pour l’éducation de l’enfant, son accompagnement, le soutien dont les parents et l’enfant auront besoin.
- Le but de la pétition est de faire un plaidoyer citoyen collectif pour nos enfants et les parents qui sont laissés pour compte. Ensemble, nous pouvons influencer les institutions tant malgaches qu’internationales de mettre sur pied un programme d’aide humanitaire pour permettre aux enfants, avant toute chose, de se faire diagnostiquer par des spécialistes internationaux via une mission humanitaire à Madagascar.
Mais également, ensemble, exigeons la mise en place un plan d’accompagnement des parents pour qu’ils puissent élever et éduquer leur enfant d’une manière la plus adéquate, de connaitre le droit de ces enfants et de pouvoir faire des recours légaux quand ce droit est bafoué ! A plus long terme, ensemble, nous pouvons demander, l’élaboration et mise en œuvre du « Plan Autisme Madagascar » qui comprend un dispositif d’éducation et d’enseignement adéquate, en collaboration étroite toutes les parties prenantes (parents, personnel médical, l’Etat Malagasy, les membres de la société civile malgache, les associations, etc.).
Ce plan doit assurer:
o la protection des enfants autistes et leurs droits fondamentaux (éducation, accompagnement spécialisé, loisir, santé, etc.)
o une politique et des engagements clairs par l’Etat
- Des résolutions urgentes sont à prendre :
o La scolarisation des enfants avec des accompagnements spécialisés dans un milieu spécialisé et progressivement en milieu scolaire normal
o La formation de spécialistes des TSA pouvant diagnostiquer et accompagner les enfants et les parents
o La formation d’éducateurs et accompagnateurs spécialisés
o La mise en place d’un système de plaidoyer et de recours légal
o La mise en œuvre d’un programme de communication, d’éducation, d’information et de sensibilisation des citoyens sur les TSA et plus largement sur la différence, le handicap physique, mental et génétique
PETITION TO: THE TRUSTEES OF THE HALTON CATHOLIC DISTRICT SCHOOL BOARD
We the undersigned implore the Trustees of the Halton District Catholic School Board not to rescind its ban on the HPV vaccine for reasons given by Bishop Fred Henry in a letter to the Catholic boards of Alberta published on June 28, 2012:
whereas a Catholic school board should promote sexual abstinence before marriage;
whereas a Catholic school board should not undermine its message of abstinence;
whereas abstinence protects spiritual and bodily health;
Spoke to MOE and got this feedback from them:
1) students in Primary level starts to learn topics in secondary schools;
2) MOE knows that schools are taught more than what is required but MOE did nothing to it.
3) the math concept teaching in P2 and P3, under MOE guideline, is suppose to be a 2 stage solving problem. But some schools set the questions with 4-5 stages solving method.
4) Remove the teaching of human internal systems; the learning of human cells in science topics.
Results from stress from schools/Moe:
1) parents are unable to coach their kids even in P2 level. One parent called up FM93.8 and commented that he cant even solve a P6 maths question even he is master degree holder;
2) children are force to learn topics in P4 and 5 when they are in lower primary... this was from a parent that called in to Ufm100.3 to complain;
3) children lost the desire to learn...they are learning things that has no interest to them..like cytoplast in p5, human internal systems... just to name a few;
4) MOE knows the problem but did nothing to warn against the schools;
1) an increase in tuition centers for the past 10 years, this reflects the level of stress children and parents alike are facing.
2) teachers dont even bother to teach, they pass the teaching to tuition centers..this was from parents after the Parents-meeting with the teachers.
3) an influx of assessment books in major bookshops; parents are normally lost in choosing the right ones for their kids.
There are issues with disorganization in ITS, as told and confirmed by Students and Ex Student Council Members:
When we received the letter that we are accepted to continue our education @ ITS the 2nd, 3rd, 4th year students were not informed that lecturers were going to stop @1pm with no reason at all. Students came to school for nothing because no one was informed about it;
And we want more communication between ITS and the students.
Let's hope for the best.
On Twitter #EPSBsexed
In violation of the curriculum requirements (the CALM Guide to Implementation and the Education Act), students at an Edmonton public high school were recently taught gender stereotypes, inaccurate, incomplete, and biased information about sexuality in a Career and Life Management (CALM) class.
Sexually active students were shamed, non-traditional families were disparaged and LGBTQ questions were not answered. Parents were not informed of the presenter's identity or the specific content.
In response to letters, the Ministry of Education appears unwilling to intervene and the Edmonton Public School Board is not acting to change its policies around parental notification or to ensure that only quality comprehensive sex education is taught in public schools as per curriculum requirements.
Edmonton Pregnancy Care Centre is a Christ-centred anti-choice ministry that is not a medical facility. They present the “Wait! Let’s Talk Sex!” (Abstinence only program) to 60 Edmonton Public Schools (that includes students in grades 7, 8, 9 and CALM 20). Edmonton Public Schools is fully aware of the content of these presentations and continues to allow teachers to select this “ministry” to indoctrinate vulnerable youth. Edmonton Public Schools is refusing to mandate that parents be informed about presenters and content as part of the parental consent procedure for sexual health education. Only 18 schools bring in comprehensive sex education presenters.
The presenter I saw in 2013 appeared to focus on abstinent, heterosexual teens while misrepresenting and omitting sexuality information. The following is a partial list of fundamentalist anti-choice, anti-feminist, anti-male, anti-birth control, anti-gay, medically inaccurate and biased doctrine I heard:
-refused to answer questions relating to LGBTQ
-scientifically inaccurate information about fetal development, abortion and emergency contraception
-misused research on oxytocin bonding
-misled youth about contact with babies surrendered for open adoption
-misled youth about birth control and condom effectiveness
-presented a divorce rate at 70%
-provided inflammatory and misleading information about Planned Parenthood
-misrepresented the effectiveness of over the counter pregnancy tests
-presented gender stereotypes that were sexist to all genders
-misrepresented boys as HPV (human papillomavirus) carriers-stated 60% have it under their finger nails
This presenter claimed that she could look students in the eye and know if they were having sex. With this amazing ability perhaps she could redirect her efforts into referring those students to someone that will give them medically accurate information on birth control and protection.
Laci Green in her video A is for Abstinence summarizes the problems with Abstinence only Education:
For a Comparison of Comprehensive versus Abstinence Only see the chart at communityactionkit.org: see http://goo.gl/X0JYfc
Paula Simons - Edmonton Journal Article with more statistics and information: http://goo.gl/YhNaE5
December 12, 2013 update: The school board has not changed their policy or their consent forms. They have "advised" only the high schools (not the middle schools) but will not provide specifics. They have provided no evidence of informed consent being given to the parents. Abstinence presenters continue to be promoted in the classrooms without parental knowledge or consent. Trustees are refusing to answer questions about sexual health education. STD/STI rates in Alberta are increasing.
March 16, 2014 update: Board Policy AEBB.BP - Wellness of Students and Staff rescinds GIAA.BP Health Instruction Materials and envelops it in a policy that promotes emotional, intellectual, physical, social and spiritual wellness. Stakeholder input is allowed until April 6, 2014 - new policy is vague and does not even mention sexual health education.
UPDATE: Join the stakeholder group website to discuss sexual health education in Edmonton : http://yeghealtheducation.boards.net/
UPDATE 06/17/2014 EPSB school board has passed the new Wellness policy that refers (but does not mandate) teachers to Canadian Sexual Health Guidelines and the Alberta Health/Alberta Education teachingsexualhealth.ca website. The board has promised to strengthen the policy with Administrative Regulations this fall. These regulations are expected to ensure that parents are informed of presenters for controversial topics. The stakeholder group was unable to get faith-based anti-choice groups blocked from presenting in public classes. Superintendent's response at 11:08 of the below video denies religious content:
Watch the final comments and reading of the new policy here 33:46 to 56:20 :
This policy change is a move in the right direction and could not have been done without your support. THANK YOU!
This petition will be closed, another one will be started to change the Alberta Education Act so that no youth is denied accurate, inclusive, comprehensive sexual health education ever again in Alberta Public School sexual health classes. The fight to have secular rights accommodated continues. Updates will be provided on #EPSBsexed on Twitter.
This serious “gender-neutralisation” matter affects ALL Australian citizens.
Although the issue has arisen in Queensland, you can be certain it will soon enough be duplicated by every other state and territory, unless stopped in its tracks.
Please stand with other ordinary, concerned citizens to immediately put an end to what is presenting as yet more political and bureaucratic 'social-engineering' madness.
According to newspaper reports, it would appear that the Queensland Department of Education seeks to 'neutralise' or even eliminate any perceived physical/sexual differences between boys and girls.
The media reports that the department is planning to create a situation that may result in boys and girls at school playing competitive ‘mixed-gender’ sports, sharing the same toilets and sleeping together during camp excursions.
The news appears to be so incredibly insane that we citizens have decided to call for immediate full disclosure from the relevant Minister of Education.
For more complete details, please refer to the original e-mail that was circulated, which can be read HERE That page has a direct link to the newspaper report.
This is not so much a petition as our firmly unequivocal call to the respective politicians and bureaucrats for a detailed explanation as stated below.
Remember, as happened with compulsory voting, today Queensland, tomorrow all of Australia. Which is why ALL Australians are urgently called upon to support this petition so this type of ideology-driven insanity can be stopped in its tracks, ANYWHERE across Australia..
Please do so now by clicking the 'sign the petition' button at the foot of this page.
Note that you can choose to list your name or be anonymous, as you may prefer.
Please encourage every concerned, responsible citizen - and especially parents of school-going children, to also support this action. TALK to people and tell them what's happening!
Thanking you....for the sake of Australia's sanity and well-being.
From 1999 to the first part of 2013 it has been estimated that 164 students have been killed by weapons that have entered public schools. 176 kids are estimated to have been wounded.
We send our children to school to be educated not executed. Metal detectors will ensure our children a safer educational environment
All schools, whether Elementary, Middle, or High School, children deserve a suitable and attractive working environment.
Not to mention, since everyone knows that teenagers especially love style, the kids will excited to learn. And parents want nothing more than to see their children looking forward to school.
SpiritHorse is a Therapeutic Riding Program that’s Mission is to “Make Riding a Reality for Under Resourced Families” we are reaching out to everyone in the community with special needs, at risk youth, veterans and able bodied riders.
According to the UN convention on the Rights of a Child "..primary education is compulsory and available free to all."
The new legislation breaks this article.
As a part of our home school educational experience, we (my husband, Todd, our 5 kids, and I) began to care for chickens (100+), ducks (3), turkeys (3), and goats (3) on a farm a few miles from our home.
Over time, and over the winter, it became more and more difficult to care for the animals since we were not living on the property with them. We began to bring home injured chickens to care for them until they were well. Our first chicken, Hope, was stuck between 2 fences and unable to stand up when we first brought her home. She's now fully recovered, one of our best egg layers, and looking better than ever! Our second chicken had a fence fall on her, smashing her into the ground. By the time we arrived, the next day, she was frozen into the ground. We had to use a hammer to get her out. After much care, she still passed away; the trauma of it all caused some of her insides to come out. It then became evident that we should find a safe place for the majority of the animals, and bring home a few of the chickens to continue caring for them and learning about them.
Since bringing them home our egg production has gone from 1 egg/day with 100+ chickens to an average of 12-15 eggs/day with only 15 hens. Proving that they really do like to interact with humans, and do indeed respond to proper care.
The benefits to having back yard chickens are numerous and quite healthy!
• Fresh, healthy, delicious eggs, free of pesticides and antibiotics. They not only taste better, but are much better for you. They have less cholesterol and saturated fat. They have more vitamin A, omega-3 fatty acids, vitamin E, and beta carotene than store bought eggs. Not to mention it is way more enjoyable to go out and collect eggs than it is to purchase them. It's great fun to find them hiding as well! They lay in the coolest places sometimes.
• Chickens eat many table scraps, reducing waste that would usually rot and begin to smell.
• Chickens are omnivores that eat weeds, slugs, small rodents and bugs, reducing our backyard pest population. NICE!!! And great for the garden!
• Chicken eggs are a cheap, sustainable food source and can help families survive in the event of disruptions in the commercial delivery system.
• Keeping chickens is an important traditional survival skill that has been in existence as long as we have.
• Chickens make great pets as they are affectionate, intelligent, and entertaining. They really do have a lot to teach us. They all come running to us when we go outside, and they squat down so we can pet them. They know when to go to bed, and they all make it to the coop on time every night. Miraculous!
• We learn by what we experience. Both children and adults receive a valuable education about animals, food sources, the full cycle of life, and responsible animal care. (Many of the folks that have come to see our chickens, have never seen a chicken in their life. This is unacceptable considering they consume chicken several days/week. Bridging this gap, this disconnect, is a huge purpose of ours).
• Chickens are not "farm animals"- they are outdoor pets with benefits!
• Hens are quiet and do not crow!
• A small flock of hens doesn't stink (We clean our coop every single day! Every bit of poop, daily!) The neighbors have thanked me that there has been zero smell! We use Food Grade Diatomaceous Earth to prevent flies and ticks from breeding; it kills them before they fully develop. We also add it to their food, and when consumed it attracts and absorbs fungi, protozoa, viruses, endotoxins, pesticides, E.coli, worms, all parasites, and heavy metals.
• Hens don’t need roosters to lay eggs.
• A small flock of hens is clean and easy to care for. They take great care of themselves as well! They are always busy and always being productive; whether they are scratching, eating, drinking, laying, taking a dirt bath, or resting. All they do has purpose. They really are great examples!
• Backyard hens are disease-free. Diseases are a large factory problem.
• Hens won’t attract new predators that are not already in the area.
• A well-tended hen house can fit in with any neighborhood aesthetic. We just turned our already existing shed into a coop. It's perfect for them!!! They LOVE it! And so do all of our neighbors!
• With a small number of hens, waste is kept to a minimum and doubles as fertilizer.
• The top two ingredients in many vegetable foods/fertilizers are poultry feather meal, and poultry manure meal. Interesting!
We, the undersigned, are against the implementation of clip-on ties for all years at Whickham School from September 2013.
We feel that the implementation of clip-on ties is unnecessary and will cause many problems. They will hinder our learning, make us uncomfortable in our place of education, waste resources and money better used for school supplies (e.g. exercise books).
We feel they will prevent students from learning the life skill of tying a tie and we all feel degraded by the lack of trust bestowed upon pupils. It is patronising of the school, to insinuate that we, as mature young adults, are incapably of wearing a traditional tie.
Nobody would have thought that in less than two years of setting up of the first Indian Sign Language Research & Training Centre (ISLRTC) for the Hearing-Impaired, plans would be afoot to shut it down. But that is what seems to be happening at the Indira Gandhi National Open University (IGNOU) campus here.
Vice-Chancellor M. Aslam has publicly announced that t there was no point in continuing with the Bachelor of Arts in Applied Sign Language Studies (BAASLS) program.
In the past three years, since a massive change in leadership our students have lost numerous different programs, and have teachers teaching subjects they are not qualified in. Where have all the dedicated staff gone? Our children deserve consistency, commitment and education.
Η ΧΑ ξαναχτυπά…. Αν και τη φετινή χρονιά έχει χτυπήσει και ξαναχτυπήσει πολλές φορές, άλλοτε δείχνοντας το «φιλάνθρωπο» προσωπείο της προσφέροντας αίμα και φαγητό μόνο για Έλληνες, άλλοτε με θηριωδίες και τραμπουκισμούς, άλλοτε με απευθείας παρεμβάσεις στο έργο εκπαιδευτικών όλων των βαθμίδων (π.χ. Νυδρί, http://www.lifo.gr/now/greece/19162 ).
Τα περιστατικά όμως που ξεπέρασαν κάθε προηγούμενο μοιάζουν να είναι οι προγραφές των μεταναστόπαιδων στους Βρεφικούς και Παιδικούς Σταθμούς των Δήμων της χώρας στην αρχή της σχολικής χρονιάς (http://www.localit.gr/?p=17086), μαζί με το πρόσφατο στη Θεσσαλονίκη όπου χρυσαυγίτες περικύκλωσαν μητέρα λέγοντάς της ότι «μεταφέρουν παράπονα» άλλων γονιών και νηπιαγωγών διότι το παιδί της είναι άλλου θρησκεύματος και δεν επιτρέπει στις νηπιαγωγούς να μιλάνε για τον Χριστό.
Παρόμοια περιστατικά σε όλη τη χώρα μένουν συχνά εκτός δημόσιας έκθεσης καθότι οι απειλούμενοι γονείς,, φοβούμενοι για τα χειρότερα, προτιμούν να κρατούν τα παιδιά τους σπίτι, παρά να ζητήσουν υποστήριξη και μέτρα προστασίας από την πολιτεία. Σχετικά με το πρόσφατο περιστατικό της Θεσσαλονίκης, που η μητέρα δε σιώπησε αλλά φρόντισε να το δημοσιοποιήσει, αρμόδιοι του υπουργείου Εσωτερικών δήλωσαν: «Θεωρούμε αυτονόητο ότι δεν πρέπει να δίνονται τα στοιχεία του παιδιού σε κανέναν. Θα διερευνηθεί η συγκεκριμένη υπόθεση για να αποδοθούν τυχόν ευθύνες» (http://www.efsyn.gr/?p=57712) ενώ οι τοπικοί άρχοντες της περιοχής δήλωσαν ότι δεν έχουν καμιά ευθύνη, παραγνωρίζοντας προφανώς την ευθύνη που τους αντιστοιχεί στο βαθμό που ανέχονται τη βία, μη αναπτύσσοντας πολιτικές αντιμετώπισής της, προστασίας των γονέων, των εκπαιδευτικών και των μαθητών. Το θέμα είναι ότι δεν πρέπει πλέον να θεωρούμε τίποτα αυτονόητο, πόσω δε μάλλον τη σιωπή των κάθε φύσεως υπαλλήλων στους Δήμους, οι οποίοι έχουν πρόσβαση στα αρχεία των παιδιών και που με περισσή αφέλεια (επιεικής χαρακτηρισμός!) σχολιάζουν αριστερά και δεξιά την καταγωγή, την εθνικότητα, το θρήσκευμα, τη γλώσσα, … των μικρών παιδιών. Και όμως οι χρυσαυγίτες από κάπου αντλούν πληροφορίες. Κάποιος/α τους τις παρέχει.
Θεωρούμε ιδιαίτερα ανησυχητικό το γεγονός ότι τα αρμόδια θεσμικά πρόσωπα υποβαθμίζουν τη σημασία αυτών των περιστατικών. Ανησυχούμε πολύ που η ΧΑ έχει καταφέρει τελικά να εισχωρήσει στο χώρο της εκπαίδευσης, εκφοβίζοντας, απειλώντας, τρομοκρατώντας, γονείς, παιδιά και εκπαιδευτικούς, οι οποίοι συχνά αισθανόμενοι αβοήθητοι από την Πολιτεία που δεν υπερασπίζεται τις βασικές αρχές λειτουργίας ενός κράτους δικαίου, καταλήγουν να υποκύπτουν στις απειλές τους, σιωπώντας, αντί να αντιδρούν μπροστά σε αυτές τις ενέργειες που βλάπτουν και προσβάλλουν τη δημοκρατία μας.
Είναι αυτονόητο ότι καταδικάζουμε απερίφραστα τέτοιου είδους λογικές και πρακτικές και θεωρούμε απαραίτητη την άμεση υλοποίηση δράσεων επιμόρφωσης και ενδυνάμωσης όλων των εκπαιδευτικών (που ασχολούνται με το παιδί) ενάντια στη μισαλλοδοξία και στον εκκολαπτόμενο φασισμό και ναζισμό. Σε μια τέτοια προσπάθεια είναι επιτακτική η ανάγκη να συνεργαστούν όλοι οι εμπλεκόμενοι φορείς (αρμόδια Υπουργεία -το Παιδείας, Πολιτισμού & Αθλητισμού, το Εσωτερικών & Διοικητικής Μεταρρύθμισης, το Υγείας & Πρόνοιας-, Τοπική Αυτοδιοίκηση, Πανεπιστήμια, συνδικαλιστικές οργανώσεις εκπαιδευτικών, σύλλογοι γονέων, κλπ). Θεωρούμε ιδιαίτερα σημαντική τη συνεργασία όλων των προαναφερθέντων φορέων δεδομένου των πολλών ειδικοτήτων των εργαζομένων στον ευαίσθητο χώρο της προσχολικής αγωγής, που όμως δεν εντάσσονται στο ΥΠΑΙΘΠΑ (βρεφοκόμοι, βρεφονηπαγωγοί, κοινωνικοί λειτουργοί, κλπ).