Consider how a PR professional might use government data to support a Essay

Consider how a PR professional might use government data to support a PR strategy - Essay Example Every PR strategy must have publics. These are the various groups of people associated with the company that the message is targeted at. The publics are both internal and external. Internal publics include the employees, the management, the shareholders and the food suppliers. The external publics include the customers, regulatory bodies and industry organizations. In this strategy, the external publics are the main target. This is because the strategy aims at ensuring customers ingest healthy amounts of sodium, showing government and regulatory bodies that the company aims to serve customers healthy foods and assuring industry organizations that the company does not practice underhand dealings that could portray the industry in bad light. Internal publics will be educated in accordance with the new requirements. The suppliers will be advised to alter their products in accordance with the new guidelines. They will also be made aware of the reasons why they are altering their products. The staff that prepares the food and interacts with customers will be educated on the sodium levels and health matters and trained on how to give advice to customers and guide them in making healthy choices. The second element is the logic or message. The message conveys the company’s stand on the issue. The message will be based on research, mainly of the FDA report on the amount of sodium in food and other related documents from the same body and related institutions. It will involve health benefits of consuming the medically recommended amounts of sodium. It will also list the risks associates with the intake of high amounts of sodium. In addition, it will aim to educate customers on how to figure out the right amount of sodium levels to consume. Using the percent daily value, consumers can know the amount of sodium each food contributes to their daily intake; 5%DV (120 mg) or less of sodium per serving is low

Incident in Indian history Essay Example for Free

Incident in Indian history Essay There is a very famous incident in Indian history which serves as lesson for all rulers for all the times, some rulers take positive cues from it, mend their ways, treat themselves as servants of public and keep public interest above theirs while others who are drunk with power and arrogant in behavior, refuse to learn anything, become another example in long list of individuals whose name pops up when there is a talk about how common masses dislodged the ruling class from the throne. The incident is about a corrupt ruler’s abuse and insult of a honest, patriotic and intelligent Sanyasi. The Sanyasi takes a vow to uproot the mighty corrupt ruler and after few years gets success in his mission. The Sanyasi had honesty, integrity, patriotism few good followers as his asset and we still know that period of Indian history as golden period. You might have got the idea till now, the mighty corrupt ruler was Dhananand and the Sanyasi was Shri Vishnugupt, whom we know as Chankya. Chankya’s worthy student Chandragupta, after he conquers Magadh, also frees the motherland from clutches of foreigners. This incident came to my mind when I saw how, one year ago, the corrupt members of a particular party heaped insult after insult on a patriotic Sanyasi, who was just demanding the return of our ill-gotten money from foreign land and end of corruption in India. The corrupts were sp afraid of saffron cloths of the Sanyasi that they had to arrest him in night at 2 am, that too after talking to him and giving him assurance that they will act on his demands. But the Sanyasi wanted a concrete action from the corrupt thugs and was hoping against the hope that they will issue an ordinance on declaring the black money as national asset and those who have stashed away that money would be declared as criminals and given very hard punishment. He wanted the corrupt thugs to issue the ordinance as he has seen how they have been fooling the Anna Hazare and his team on JanLokpal bill. It’s for all of you to see how the government hasn’t passed the bill toll today, even after promising the moon. If the corrupts wanted it, they could have done that but this would have given them so much trouble because many times its they and their close ones who have stashed the black money abroad and involved in all corruption scandals. You can’t expect a thief to pass a law for his own punishment. The corrupt ruling class had to act against their loved ones after such law is passed and Indian public too, which has become aware about all the wrong doings and its effect on them, would pressurize them to act. The Supreme Court which is now acting as very much independent agency, as envisioned in constitution of India, would have got the corrupt thugs in more trouble. All these 65 years the corrupt people of political class, specially the party which ruled us the most, have looted this nation systematically. It’s them and their close one who has billions of dollars stashed away in foreign banks. This is making them so nervous that they won’t allow this to happen otherwise their queen bee will be exposed too and public in this information age would be able to see how systematically this Gandhi Nehru clan and its cronies have looted our nation. That’s why the ruling class started bribing the whole nation through easy money making mass bribing schemes such a farmer loan waiver scheme or the bigger scandal in form of Mahatma Gandhi National Rural Guaranty Scheme. These mass bribery schemes have helped the corrupts to win elections but have given a big financial burden on tax payers like me and our economic progress is slowing down because of such nonproductive schemes. The ruling class knows that Indians suffer from short term memory loss. They know that Indians would just forget what these corrupt thugs have been doing now and as central elections are 2 years away, they can make fool of Indians again and through some mass bribery scheme, fanning communal violence and minority appeasement they can dream of coming to power again. These corrupt thugs don’t have long term wellbeing of India in mind and are just focused on short term gain of winning elections by hook or crook and punishing the patriots of this land to appease certain section of minorities, hiding the orruption and ego massaging of certain individuals. They tried it all in recent UP elections but it’s for the world to see how the Prince charming whole extended Gandhi clan along with great sadist Digvijay Singh failed miserably to keep even the assembly constituencies of Raibareli Amethi with grand old corrupt party. I just can’t believe that the Congress Party once had Sardar Patel and Subhash Chndra Bose as its members. Their souls must be suffering with pain and thinking that why at all they wanted freedom from British? If you don’t even have right to sit on peaceful protest and the administration can still beat up the hungry and thirsty sleeping children, women and elderly men, in middle of night than what kind of freedom and democracy is this? Don’t you think that the incident which happened with Baba Ramdev his supporters a year ago brings sad memory of Jaliawala bagh back to your mind? The situation was same, all people were doing just peaceful protest and General Dyre, a foreigner, ordered his Indian policemen to fire and kill people. The Indian policemen in his command didn’t even hesitate to kill their own peaceful countrymen and this time you have Italian, a foreigner, ordering the same thing on sleeping innocent countrymen in middle of night. The cunning politician who calls Osama Bin Laden as Osama Ji, visits the home of terrorists and cast doubts on security forces of India has guts to call a patriotic Sanyasi as thug and we all just listen, smile and look away as if it’s not your or mine problem. What kind of people we have become? Just imagine if these corrupt thugs can do such lowly acts with such an extraordinary individual as Baba Ramdev, what they could do to us or what they have been doing with this nation all these years? I don’t have any hesitation in saying that Congress party is root of all evils of India as they ruled India the most. They had golden chance of shaping India’s destiny at independence but Nehru was too westernize to think for Indian way solution. So we still have many laws which are prevalent from 1890s too, its hard to believe but its truth. If, in front of our eyes and in this information age they have been able to do scams of such a greater magnitude as Coalgte, 2G spectrum scam, Adarsh Society Scam, Food grain scam, insulting a honest patriotic army chief and many more such things, than just think what they have been doing in past? Infact the corruption started in 1947 itself by doing Geep scandal. I feel sometimes that this party is just meant for looting and siphoning away India’s wealth like the way British did for 200 years. The Nehru Gandhi Clan and many congressmen, by being close to Britishers, knew and perfected the art of divide rule and siphoning money and stashing away in foreign lands. Its because of people like these the tolerant Hindus are becoming violent in their thoughts and trying to avenge the humiliation of Bharat Mata and fellow Hindus. I think they are still thinking that young educated mass in India don’t matter as we don’t go for voting and are just arm chair or cyber activists. I know there is some truth in it and may be they may again get away with it. But I know one thing for sure that all these agitations by likes of Anna Hazare Baba Ramdev are atleast making people aware of what kind of corrupt people are ruling us. In long run this awareness will help in making India a better democracy. I urge all nationalistic like-minded Indians to start speaking and telling truth whenever wherever they get chance. We need to awaken the mass. I try to do it whenever I am in any public place such as trains, buses, local transports, in social gatherings, office talks with colleagues. I prefer travelling in sleeper class of train many times so that I get the chance to meet more and more people and make them understand the challenges in front of the nation. I make sure that everybody understands the point of view and urge them to vote in every election. I take their pledge that they will vote in all elections. It doesnt matter whom they vote for but they should vote as it’s the only way we can play part in building India. This is the war of Kurukshetra, you can’t remain neutral in this war, and you have to pick a side. By being neutral I mean that not voting and going on for picnic on voting day is not an option anymore. You will get the government that you deserve and I don’t think we deserve to be ruled by the current bunch of corrupts whose name is there in different big corruption scandals. If the educated middle class doesn’t rise to the occasion than again the next government will be decided by the people for whom the caste religion and free food or money for one day is enough for making voting choices. In recent elections you might have seen how they seized liquor money from candidates which was meant for distribution among voters. The poor illiterate village masses have been shackled so long in barriers of castes, religion, food money that they many times miss the bigger picture. So until the educated middle class who are affected by everyday corruption doesn’t take pledge to do the voting seriously, I don’t see much chance of improving the situation in India. I know we all common Indians are not like sun which can remove the darkness in one go but we are like small diyas which when placed together, have the best chance of outshining the sun. I urge all like-minded Indians to step up their protests wherever they can. It may be through blogs, through open talks, at hotels where you go for lunch or dinner, at parks, students can do it in their campus, if electronic print media isn’t doing its work and many times acting as B team of this corrupt rule than we have to play our part in saving this nations soul. If we don’t register our protest, the corrupt ruling class will feel that we don’t care about our nation and just busy with earning our money and living our life casually. its upto us now, we have to show them through our deeds that we are still awake and won’t tolerate the looting of common wealth anymore. They had played with pride of a Sanyasi who doesn’t want anything for himself. He has enough fame through his good deeds. He has enough resources to sustain himself for life long. He is not having any immediate family which is getting benefitted out of his fame. He is a patriotic Sanyasi like Chankya and the foreigner controlled ruling class should know what happened after a corrupt thug insulted and humiliated an honest and patriotic Sanyasi. Although I don’t agree with some of the points which Baba Ramdev is insisting on such a removal of big currency notes and having all education in Hindi other regional languages or bringing Dalit Christians Muslims under reservation. But his other issues are worthy causes for which we have to raise our collective voice. The ruling class is playing with a simple honest individual like Anna Hazare, who is asking nothing for himself and making a fool of him every day by one lie or another. They had played with pride of an honest army General and maligned his character by all possible means. On other hand the likes of Rajas, Chidambaram, Dayanidhi Maran, Abhishek Manu Singhvi, Sharad Pawar are having time of their life and they are busy in inventing new ways of looting the public money. If we want this to be stopped than I urge you to play your part in making of this nation. It would be really late if we keep silence and allow the corrupt to play their dirty games. I think Baba Ramdev has chosen 3rd June for starting his protest as because its an historical date on which Nehru, Mountbatten Jinnah agreed to divide India on religious lines. The time has come again to fight for the cause of India and keep it united by chants of Vande Mataram. I sincerely believe that we Indians deserve much better government so that our future generations can live with pride in developed India.

Background And Education System Of Tanzania

Background And Education System Of Tanzania Since independence in 1961, the educational system has been passed over different transitions based on the political and economic changes happening over time. These changes can be categorized into three main phases; the first was from 1961 to 1967, which the emphasis of the government was to reform the education system so as to relieve inequalities among the people stipulated by colonial education system which was based upon racial segregation (Nguni, 2005). The second phase started from 1967 to 1990, where education policies were emphasis on the Education for Self-Reliance as one of the government efforts to build a socialist state. Within this period of time the priority was put on attainment of universal primary education (UPE) by engaging in massive enrolment, rapid expansion of schools and abolition of racial based education system (TEN/MET, 2007). In this period the government took several actions to improve education system including nationalized all private schools with excep tion of few schools owned by religious organization. To achieve UPE the government took the following measures as summarized from the handbook Transforming Policy and Practices: A Guide to Education Advocacy in Tanzania by TEN/MET: Universal primary education becomes compulsory and all school fees were abolished. Massive enrolment of children into the newly established and poorly resourced schools. Para-professional teachers were recruited to tackle the massive increase of pupils. (2007:9). In this period Tanzania recorded remarkable achievements in education after becoming one of the countries with high literacy rate of about 80 percent leading other countries in sub-Saharan Africa. The third phase covered the period from 1990s to present; it was within this period where the government made major changes on its economic policies from socialist-oriented to free-market economy known as structural adjustment programs (SAPs). These changes resulted into various reforms in educational system including cut-down of government expenditures on social services, allowing private schools and universities and re-introduce of school fees to the public schools. Therefore in order to reduce the impact of this transformation the government decided to start a holistic education sector development program (ESDP). These initiatives led to the introduction of twin education development programs PEDP and SEDP in 2001 and 2003 respectively. In 2002 the government re-introduced free and compu lsory primary education resulting in huge increases in enrolment (Nguni, 2005; Ten/Met, 2007). The impact of these efforts results on the large expansion in students enrolments with net enrolment ratio rose to 97.3 percent in 2007 from 58 percent in 2000 in the primary schools (BEST, 2010). However, there were concerns that the quality of primary school declined of overcrowded classes, high pupil-teacher ratio, para-professional teachers and insufficient school infrastructure and facilities (Komba and Nkumbi, 2008). In Tanzania the structure of the formal education and training system constitutes two years for pre-primary, seven years for primary education, four years for junior secondary education, two years for senior secondary education and at least three years of tertiary education. Specifically, the education system has three levels, Basic, Secondary and Tertiary levels. Alongside with formal education there is non-formal education for adult people who lost the opportunity to get a formal education. Kiswahili is the language of instruction in primary schools and English is taught as a compulsory subject in all classes. But, some of the private primary schools use English as medium of instruction famous known as English Academy. In Secondary Education, English is used as a language of instruction except for Swahili subject; at the end of each cycle the students write examinations which are national standardized examinations before jump to the next level. Similarly, English is the language of instruction at universities, higher learning and polytechnic institutions. The Ministry of Education and Vocational Training (METV) has the legal mandate for policy formulation, coordination, monitoring, setting standards, quality assurance and quality control of the whole education system. However, local government authorities (districts, town, municipal and city councils) are responsible for management and delivery of primary and secondary education services within their areas of jurisdiction. Also the ministry through its teachers training colleges is responsible for training, recruiting, deploying teachers in the public schools across the country. 3.2: Public School Teachers in Tanzania: Briefly Situational Analysis. The Tanzania agenda for development as it is stipulated in the Development Vision 2025 aims to build up a well educated nation and attain a high standard of living for all citizens (Malkeen and Chen, 2008). Yet now a great progress has been made to achieve Millennium Development Goal (MDGs) number two and three on primary education enrolments. This comes as a result of successful implementation of PEDP from 2001 2006 which enable to increase net enrolment ratio to 97.2 percent in 2009. However, as country still there are challenges facing education sector including the low quality education. Teachers are said to play a central role in the process of provision of quality education services. But still in Tanzania public teachers are encountering problems which affect teaching and learning process. 3.2.1: Administration and Management of the Education System in Tanzania. Several ministries, non-governmental organizations, and communities are involved in the management and administration of formal education system. The Ministry of Education and Vocational Training plays principal roles for policy formulation, coordination, monitoring, setting standards, quality assurance and quality control of the whole education system (UNESCO-WDE, 2011). It is also responsible for supervision of the higher education, teachers training and management of teaching workforce; curriculum development, examination management and school inspectorate (Woods, 2007). The management of pre-primary, primary, secondary and out-of school education is confer under the control of the Ministry of Prime Ministers Office Regional Administration and Local Government (PMO-RALG). It oversee the work of the local authorities which are responsible for day to day to the operations of primary and secondary schools such as resources mobilization, management of teachers, financing and payment of school supplies (Woods:2007:12). Teachers are employed as government staffs on the permanent pensionable basis; receiving monthly salary according to fixed scales basing upon specific qualification. Usually there is annual salary increment and three years promotion subjective to his/her job performance or/and career development. According to BEST 2010, there were 165,856 public teachers in primary schools and 30,252 in secondary schools (BEST, 2010). Teacher training is conducted in the teaching colleges, universities and high education institutions both state and private-owned. Basically, teachers training is divided into three main levels: (i) Grade A teachers are the ones who had completed 4 years of secondary education and undergone training for two years in a teachers education college (TTC). After successful completion of two-year course he/she awarded Grade IIIA Teaching Certificate and they qualified to teach primary schools. According to the education policy of 1995, Grade A is the lowest teaching qualification to primary schools in Tanzania. The minimum entrance qualification to Education College is division three in the ordinary level certificate of secondary education examination CSEEÂ  [1]Â  (Komba and Nkumbi 2008; URT, 1995). (ii) Ordinary diploma teachers are those who required to have completed at least advanced level of secondary school (form six) and acquired two-year professional course of teaching training from teachers education colleges or universities. Diploma teachers are trained to teach secondary schools and teaching colleges (Nguni, 2005). (iii) The third level of teachers is university-graduated teachers who are studied education degree with either major in arts or science. The graduates teachers are usually recruited to teach in secondary schools and/or teaching colleges. According to Basic Education Statistics of Tanzania (BEST) report, there were total of 92 teaching colleges where by 34 were publicly owned and 58 privately-owned. For instance, in the 2010 enrolment in government teachers colleges increased by 18.8 percent as compared to previous year of 2009. Out of the total enrolment 63.3 percent are diploma students, 34.95 percent are Grade A and 1.7 percent are taking special education (BEST, 2010). Moreover, in Tanzania public school teachers represents approximately 95 percent of all teachers in primary schools and 75 percent in secondary schools. The government is the main employer of teachers, where teaching staffs constitutes approximately 60 percent of all public civil servants. Currently both primary and secondary school teachers are employed by the local government in respective district councils. 3.3: Challenges facing Public School Teachers in Tanzania. In the Education International Global Monitoring Report 2008 and other studies and papers has confirmed that the practice of teacher recruitment, their working conditions, their appropriate remuneration, as well as the quality of their initial and continuous education are crucial factors if the quality of learning is to become a reality for all (EI GMR:2008:2). However, the EI GMR 2009 asserts that many countries face a crisis of teacher morale that is mostly related to poor salaries, working conditions and limited opportunities for professional development. (2009:10) In Tanzania teachers in public schools are experience a number of challenges when exercising their duties. These includes poor working conditions, low payments and other fringes, limited opportunities for professional development, low motivation and work recognition from the community. 3.3.1: Working Conditions Teachers in public schools has been experiencing unfavorable working conditions hence negatively affecting their work performance in due course the quality of education. The 1990 World Bank study admit that, most teachers find poor working conditions more discouraging than their salary levels.(Bennell and Mwakyanuzi, 2005:20). Presence of overcrowded classes, high pupil-teacher ratios, improper housing; inadequate supplies of textbooks and workbooks is common to most of public schools. The situation is very pathetic in more remote rural areas, where almost 93 percent of schools are located. Teachers experience terrible moment due to the lack of clean water, poor housing and inadequate accommodation; and lack of social amenities like medical care, good roads and access to electricity. Furthermore, some of teachers reluctant to be posted or fail to report to their duty station located in rural areas with a number of reasons like suffering chronicle illness, marital reasons and lack of accommodations. For instance, in the 2008 World Bank report on Teachers for Rural School shows the critical shortage for teachers houses especially in rural areas. In 2005, Tanzania had a total of 32,064 schoolteachers houses; this is only 20 percent of requirements of 161,396 schoolteachers houses countrywide. In rural areas where is difficult to get even a room for rent the shortage is 75 percent (Malkeen and Chen, 2008). Similarly, the study done by SACMEQ II in 2007 indicated shocking results that, only 3 percent of standard (grade) six pupils in schools had use sole mathematics textbooks down from the 7 percent in 2000. This is very far from the country benchmark of 100 percent and SACMEQ countries average of 41 percent. In this situation teachers end up use much time copy the no tice on the board instead of concentrate to teach students especially those slow learners (SACMEQ, 2011). The empirical study affirms that access to books has shown to significantly improve learning. (p116) It is upon such context that the research conducted by SACMEQÂ  [2]Â  in 2007 sought to examine the quality of education provided in primary schools revealed unequal of PTRs between the urban and rural public schools. The study discovered that in the year 2000 the mean pupil-teacher ratio (PTR) in primary schools was 47:1 which was above the countrys benchmark of 40:1. However, in 2007 the country mean had risen to 63 pupils per teacher which is very far from the country benchmark. Nevertheless, the study disclosed the huge variation between the urban and rural schools, whereby the mean PTR for urban schools stood at 46:1 while in rural schools the situation was worse than in urban schools (71 pupils per teacher). The country mean pupil-teacher ratio of 63 was very far above the SACMEQ countries which was 43 pupils per teacher in public schools (SACMEQ, 2011). Likewise, the figure below shows the average number of pupil in standard 6 per class in different zones in Tanzania Mainlan d. Figure no 3.1: Average Number of Standard 6 Pupils per Class in Tanzania (Mainland) Source: SACMEQ (2011:4). From the above figure it obvious that there were huge variations of the number of pupils per class among regions and zones, whereby Southern Highland recorded highest average of 71 and the Central zones had lowest average number of 45. However, the overall mean number of Tanzania was 56 pupils per class which was higher than SACMEQ mean number of 46 pupils per class. Different studies and researches proved that small class size guarantee the maximum teacher-pupil interaction to enable the teacher to attend each individual learners needs (EI GMR, 2008). Poor working environment has also facilitating another problem of uneven distribution of teachers in public schools. Teachers usually tend to move from disadvantages and remote rural areas to more well-off urban areas; normally resulting into acute shortage of teachers that also affecting the learning outcomes. For instance, in the figure below illustrates the pupil-teacher ratio between the peripheral districts, the national average for rural district and national average for urban districts. Figure no 3.2: Pupil-Teacher Ratio (PTRs) in Primary School in Some Remote Rural District Name of the Districts Pupil/teacher ratio Ukerewe district 129 Chato district 95 Manyoni district 91 Uyui district 89 National average rural districts 60 National average urban districts 43 Source: Basic Education Statistics of Tanzania (BEST: 2010) Source: Basic Education Statistics of Tanzania (BEST: 2010). The situation is more critical still as far as qualified teachers are concerned especially in rural areas where there was acute shortage of qualified teachers. The pupil to qualified teacher ratio (PqTR) ranges from more than 100 pupils per teacher in the remote rural districts (Bahi, Ulanga, Nanyumbu, Ukerewe, Manyoni, Urambo, and Uyui districts) to less than 35 pupils per teachers in some of urban districts. For instance, in 2006 out of 10,510 qualified teachers posted to different district councils countrywide, only 7,271 (69 percent) were reported to their respective duty stations (Curlitz, 2009). This exacerbated the shortage of qualified teachers in rural schools reflected in higher pupil to qualified teacher ratio in rural schools. For instance, Dar es Salaam city (urban) it has 68 percent of qualified teachers as compared to 38 percent in Lindi region which is located in upcountry (rural). 3.3.2: Low salary payments and other fringe benefits In most of developing countries including Tanzania, teachers salary is considerably below the level to ensure their motivation to work hard. Generally speaking as compared with other professions (doctors, nurses, lawyers, accountants) the teachers salaries in Tanzania is relative low and, unfortunately they also lack other fringe benefits that other civil servants enjoys such as adequate housing allowances, transfer allowances, lunch allowances, leave allowances, and hardship allowances. The situation seems to be more terrible in rural schools where teachers they have to travel quite long distance to the district centers where most of banks are located to collect their monthly salary, which is costly in terms of money and time but nobody refunds all these additional costs. This is one of the factor demoralized teachers in public schools and some of them decide to move to private schools which are better off in term of salaries plu s other benefits. In the figure below illustrates the sharp increase of teachers (particularly qualified teachers) in private schools due to attractive remunerations and good working conditions. Figure number no 3.3: Number of Teachers in Primary Schools in Tanzania 2008 2010. Source: Basic Education Statistics of Tanzania (BEST: 2010). This figure shows, from 2008 to 2010 the rate of increase of teachers in private schools is more than threefold (24%) of the rate of increase in public schools (6.5%). Likewise, this may also expected to affect the education system since some of qualified teachers are likely to find another occupation, be absent, or late to work, or not do expected work in the classroom to meet the learning needs of the students hence adversely affecting the quality of education (Bennell Mwakyanuzi, 2005). Empirical studies suggest that, the teachers salaries can influence who enters the field and how long they will remains in the teaching (Vegas, 2008). Though the ratio of salary for primary teacher pay to GDP per capita is 6.1, which is higher almost twice the as compared to the Sub-Saharan average (4.2) and the Field Track Initiative (FTI) benchmark indicator of 3.5 units (UNESCO/URT, 2012). But when comparing with other countries in Sub-Saharan Africa, it is evident that public schools teachers in Tanzania are getting minimal salary and other remunerations. Only with the little information, the figures below show the average salaries for teachers in different levels (primary, lower and upper secondary schools) in Tanzania and other neighboring countries in sub-Saharan African. Despite the fact that the cost of living varying from one country to another but the data in the figures below gives overview of teachers salaries in Tanzania as compared to other countries in different categories in public schools (primary, lower and upper secondary). Figure Number 3.4: Teachers Gross Salaries per Month in US$ in Some of African Countries (2005-2006). Source: Sonyolo, D. (2007:56) From the table above, out of the six surveyed countries, Tanzania has recorded the lowest monthly gross salary rate of US dollar 20, 95, and 125 for primary, lower secondary and upper secondary teachers respectively. Figure Number 3.5: Average Monthly Income of Qualified Primary School Teachers in Selected African Countries 2004 2006, (US$ per month) Source: Bennell and Ntagaramba (2008:25). As shown from the figures above it is apparent that, teachers salaries in Tanzania are lowest as compared to other countries with exception of Sierra Leone and Rwanda. Conversely, in neighboring countries like Kenya, Uganda and Zambia teachers salaries are relatively higher than in Tanzania. Additional to this, in Uganda teachers get 20 percent and 30 percent of their salaries as s housing and hardship allowances respectively (Sonyolo, 2007). As a result of low pay, some of teachers are not teaching well, and even cases of absenteeism arise. For instance, in Tanzania the government pays salaries through electronic transfer via banks. Therefore, teachers from rural areas need to travel long distance to collect their salaries from district centers in each month. Sometimes they have to spend three or more days waiting for the salary when it is delayed. In this regards teachers forced to miss a number of classes in every month. In the meantime, students would losing a lot of valuable learning time which eventually affecting their performance. This is said to be one of the major causes of teachers absenteeism in rural schools (Sonyolo, 2007). But on the other hand, this becomes a burden to teachers since they have to incur additional costs which they have to deduct from their little salary. These contribute to disgruntle qualified teachers to join teaching profession or posted in remote schools. According to the study conducted on effects of increase of salary and incentives of the teachers on learning outcomes, the research findings revealed as follows: In Chile, a salary increase of 156 percent associated with 39 percent increase in number of teacher-education applicants and 16 percent increase in average test scores applicants. Similar test-score increase not observed among applicants to other university programs. (Vagas and Petrow: 2008:128). 3.3.3:Limited opportunities for professional development Teacher professional development can be defined as the process of improving both the teachers academic standing, competence and efficiency so as to allow him/her to discharge professional obligations in and outside the classroom.(Komba and Nkumbi, 2008:70). Professional development gives opportunities to explore new roles, increase new teaching skills, improve their practice, and broaden their mindsets both as professionals and individuals (Komba and Mwakyanuzi). In education system teachers education plays a prime role to ensure quality education for all. Nevertheless, in the most of the developing countries education programs usually used to neglect the teacher education and professional advancement. The experience has shown that even in the World Declaration on Education for All in 1990 the continuous preparation of teachers received little attention (Kruijer, 2010). Besides, Vagas and Petrow argue that, the initial educat ion of teachers is only first steps in a series of important steps allow teachers to grow and develop professionally over time.(2008:117). Then the need for teachers professional development is inevitable since it gives teachers competence, confidence and make them improving the standards of the job performance. In this regard Tanzania during the implementation of the Primary Education Development Program (PEDP) from 2001 to 2006 focused on universalization of primary education; the program did not put much attention on development of teacher professional (Komba and Nkumbi, 2008). The government just put more concentration on enrolment expansion, recruitment of teachers, construction of classrooms, and provision of teaching and learning materials. Nothing has been done about provision of in-service training to the existing teachers to equip them with new changes happen within and out of the teaching professional. It is common to hear that a teacher work for twenty or thirty years without get chance to attend even three days workshop to improve his/her teaching skills. In this regard, if as a country in order to improve its education quality should put more emphasis on teaching workforce since teacher is the heart of the classroom instruction. (Komba and Nkumbi, 2008). The effectiveness of the teacher depends on the competence to cope with the changes and challenges happen in the class not even the pre-service training. Therefore, for the short while the best way of improving the existing school performance is to improve the current teaching workforce rather than recruit new teachers. This is due to the fact that, the teacher who is well trained and professionally updated can easily handle class of pupil above the recommended ratio. Consequently, in-service professional development is essential because it gives opportunities for the teachers: to update teachers knowledge of subject matter periodically, in light of new development in the field; to update teachers skills in light of new teaching techniques and educational research; to help teachers apply changes made to curricula; to enable schools to develop innovations in teaching practices; and to help weaker teachers become more effective. (Asia Society Partnership for Global Learning 2011:12). According to Malkeen and Chen (2008), teachers from the rural schools they have less advantage as compared to their fellow from the urban schools though urban schools represent less than ten percent of total schools in the country. It is easier for the urban teacher have to access to further education and training opportunities than their rural counterparts. 3.3.4: Low motivation and job recognition from the community Learning is the process involving interaction between the teacher, students and sometimes parents or community in general. The teacher is the central point required to engineer the teaching and learning process in the classroom. Therefore, learning achievements can be determined in the classroom by motivated teacher who plan for teaching by put in to practice what they have learned in the teaching college. But the teachers motivation remains as ignored factor in all level of policy intervention (Oluech, 2006). Consequently, becomes responsible factor for the rapidly declining of the status of teaching profession among young generation. For instance, in Tanzania nowadays most of bright students do not prefer to join teaching and yet becomes the last resort among applicants. Teacher motivation and job recognition helps to retain teacher in their work places through provision of the material and psychological needs does not necessarily being payments. Such kind of things like bonuses, gifts, and study opportunities can be use as a means to attract bright students to join teaching and even to work in remote rural areas. However, in less developed countries public school teachers motivation is said to be low and it is been detrimental of the quality of education (Oluech, 2006). The situation is more serious in the developing countries Tanzania in particular, where high-quality applicants refuse to join or retain in teaching profession. Many who join profession use it as a stepping stone or stepladder to join other lucrative jobs such as lawyers, accountants. According to the 1990 World report on Teachers Conditions of Service asserted that, in absence of motivation to teachers which can be used to induce them to perform better; the quality of education will deteriorate since de-motivated teachers is the major contributing factor to the poor learning performance of students in primary and secondary schools (Bennell and Mwakyanuzi, 2005). Unlike other neighboring countries, in Tanzania there is no any allowance or bonus is paid to public school teachers as a means to motivate and encourage qualified teachers to work in remote rural areas. In other countries the government attempted to use some incentives to make rural areas attractive to live and work for qualified teachers. They have different forms of incentive such as financial or material incentives (hardship allowance, travel allowances, housing subsidies) and non-material incentives (special study leave, training opportunities). In the figure below shows the different forms of incent ives allocated to the rural schools in the some of the East and Southern Africa countries. Figure number 3.6: Incentives to Encourage Teachers to Work in Rural Location. Source: ADEA Biennale (2006:15). As shown from the above table is only Tanzania where teachers working in rural areas paid nothing as motivation to work in remote rural areas. In Malawi, though no financial incentive offered, but the government provides housing where help to attract teachers to work in rural areas. The EMIS data reveal that there is strong correlation between availability of good-quality housing and presence of female teachers in rural school in Malawi (ADEA, 2006). 4.0: Summary, Conclusion and Recommendations. 4.1: Summary of Findings from the Study. The paper has been sets forward to describe the challenges facing teachers in public schools in developing countries and its implications to the quality of education. Specifically, the focus was on the challenges facing the public school teachers and the way it affects the quality of education in Tanzania. The study focused on the four issues: teacher salary payments and other fringe benefits; working conditions; opportunities for professional development and motivation and recognition among the public school teachers and how is affecting their job performance hence the quality of education. In addressing these issues the research study seek to answer the following research questions: (i) what are the problems with low salary payments to public school teachers? (ii) how do teachers poor working conditions affect their teaching performance? (iii) how does the limited opportunities for professional development affecting teachers performance hence poor quality public education? And finally, (iv) what kind of motivations can be provided to teachers so as to improve service delivery in public schools? This research paper is mainly use of the secondary data surveyed from the books, academic journals, articles, working papers, reports, and website. The paper is made to document what have learned after thoroughly surveyed of different literatures aimed at public school teachers in developing countries. The results from the literatures review highlight the following findings: Generally, as other developing countries, Tanzania is experiencing the huge of shortage of qualified teachers in public schools both for primary and secondary levels. This come after implementation of PEDP and SEDP led to rapidly expansion of enrolment in primary and secondary schools in 2000s. The expansion of enrolment does not consider the supply of qualified teachers hence the government end up recruited para-teachers or crash program teachers. Teachers salaries are generally low and unattractive as compared with other profession hence teaching becomes the last resort for many young applicants. In comparison with other neighboring countries, Tanzania teachers in public schools are paid lowest salaries and other fringe benefits. For instance, according to 2005 2006 statistics, the average salaries for public teachers was US dollar 20, 95, and 125 for the primary, lower secondary and upper secondary teachers respectively. In this regard Tanzania recorded the lowest salary rate among East and Southern African countries. Unlike other countries teachers does not get even hardship allowance to enable them to cope with pathetic working environment especially in rural schools. This demoralized teachers working morale and discourage the competent candidates to join teaching profession. Working conditions remain the major constraint for the teachers to exercise their duties efficiently so as to improve learning outcomes. Challenges such as overcrowded classes, inadequate housing, dilapidated buildings with few desks, and lack of relevant textbooks and workbooks are common in public schools in most of developing countries. Findings indicate the terrible situation in rural areas where due to poor water supply, poor roads, electricity supply, inadequate accommodation, and poor health services. Al

Information about Financial Aid Essay -- essays research papers

Financial Aid Financial aid is money in the form of loans, grants and employment that is available to a student to help pay the cost of attending. Financial aid comes from the federal government, which is the largest provider of aid, as well as state government, the school and a variety of other public and private sources. If you think your educational expenses are more than you and your family can afford, you should apply for financial aid using the Free Application for Federal Student Aid (FAFSA). You will need to apply for financial aid every year by completing a FAFSA. The FAFSA includes all the information necessary to determine your eligibility and must be completed if you want to be considered for any of the federal programs sponsored by the U.S. Department of Education. The FAFSA is available in two formats: paper and electronic. If you complete a paper FAFSA, you will mail it directly to the application processor listed on the FAFSA. Or you can apply online at www.fafsa.ed.gov and list school code will receive your processed information. You should apply for financial aid (for the upcoming academic year beginning in August) as soon after January 1 as possible. Many financial aid programs have limited funding, therefore early application is recommended. Application should be completed at least one month prior to the semester you are planning to attend. If you apply for funding late, you will receive your funding late. Financial Aid Eligibility To be considered for financial aid you must: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  be enrolled as a degree- or certificate-seeking student. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  be a U.S. citizen or a permanent citizen of the United States. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  have a valid social security number. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  register with Selective Service (if required). †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  make satisfactory academic progress (successfully complete courses with grade of A, B, C, D or P at least 66% of the hours attempted each term with a cumulative GPA of 2.0 or above.) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  demonstrate an ability to benefit (see below). The following are the different types of Financial Aid available: GRANTS - funds that do not have to be paid back. Grants offered at: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pell Grants - Federal Pell Grants are available only to undergraduates with no prior b... ...fore, must demonstrate one of the following ATB requirements: 1. High school transcript showing graduation, or 2. General Education Development (GED) certificate, or 3. COMPASS test with a minimum score of 25 on Pre-Algebra/Numerical, 62 on Reading, and 32 on Writing, all completed in one test session, or 4. College transcript with 60 or more transfer hours. Return of Title IV Aid (formerly called Refund/Repayment) The Federal Government has set guidelines concerning students who receive Title IV Aid and completely withdraw from school or stop attending courses. Any student making a complete withdrawal or that stops attending their classes who received a Federal Pell Grant, SEOG, Subsidized Stafford Loan, Unsubsidized Stafford Loan or a Parent (PLUS) Loan, will be required to pay back money to the school immediately if they drop out or stop attending courses before 60% of the semester has been finished. After the calculations are figured, the Financial Aid Office will notify any student that might owe money back to the Federal Government. Your Financial Aid Satisfactory Academic Progress status will also be evaluated at the end of the semester and you will be notified accordingly

Fiji Red Cross Society Essay

Nearly 9,000 individuals have been forced from their homes by heavy rains and flooding in the western and central divisions of Fiji’s main island of Viti Levu. According to weather officials, more major storms are set to impact the Pacific Islands. Five people have already lost their lives, with two additional unconfirmed fatalities, and thousands more have sought safety in more than 100 evacuation centres on Viti Levu. The Fiji Red Cross Society has played a vital role in planning for and meeting the humanitarian needs of many of those displaced during this emergency. â€Å"The Fiji Red Cross Society has taken a proactive role in monitoring this dangerous situation and providing the necessary assistance to affected populations,† says the society’s disaster coordinator Vuli Gauna. â€Å"Assessments are underway, and we’ve already sent our emergency response teams into impacted communities with essential relief supplies for families most affected by the floods. If more assistance is needed, we stand ready to help.† Emergency teams In the coming days, distributions of relief supplies will likely include clothing, cooking items, eating utensils, water collection containers, and tools for temporary shelter such as tarpaulins. The Fiji Red Cross Society has 19 pre-positioned containers ready for distributions of emergency items. â€Å"We work as an important part of a mandated coordinated disaster response network in Fiji,† says Fiji Red Cross Society director general Alison Cupit. â€Å"We are based in communities throughout the islands and our volunteers work with the government and other partners on both preparedness and response to significant disasters. This collaboration is an essential component of our ability to serve those who need our help.† In a demonstration of their focus on preparedness, Fiji Red Cross Society volunteers began encouraging families to heed evacuation warnings as early as 8 January, two days before the flooding began, and disaster relief experts have been supporting emergency response activities for the past five days. Relief programme Fiji Red Cross emergency response teams are conducting damage assessments which will inform specific elements of their ongoing relief programme. The society’s branch office in Ba has been serving as a temporary evacuation centre and Red Cross Red Crescent volunteers have provided support to families forced them to leave their homes in other communities as well. Warning Fiji residents about the impact of additional storms, Gauna stresses: â€Å"We have seen this past weekend what bad flooding can do, so let’s learn from this and prepare ourselves for what’s coming. Prepare for yourself an emergency pack that contains canned food, dry clothes, warm blankets, a first aid kit, and water to last you two days. These things can save your life. 0 0 0 6A Fiji Red Cross four wheel drive ambulance makes its way along muddy roads to the village of Wainibuka. (p18856) (Fiji Red Cross Society) Jason Smith, IFRC, Asia Pacific zone Nearly 9,000 individuals have been forced from their homes by heavy rains and flooding in the western and central divisions of Fiji’s main island of Viti Levu. According to weather officials, more major storms are set to impact the Pacific Islands. Five people have already lost their lives, with two additional unconfirmed fatalities, and thousands more have sought safety in more than 100 evacuation centres on Viti Levu. The Fiji Red Cross Society has played a vital role in planning for and meeting the humanitarian needs of many of those displaced during this emergency. â€Å"The Fiji Red Cross Society has taken a proactive role in monitoring this dangerous situation and providing the necessary assistance to affected populations,† says the society’s disaster coordinator Vuli Gauna. â€Å"Assessments are underway, and we’ve already sent our emergency response teams into impacted communities with essential relief supplies for families most affected by the floods. If more assistance is needed, we stand ready to help.† Emergency teams In the coming days, distributions of relief supplies will likely include clothing, cooking items, eating utensils, water collection containers, and tools for temporary shelter such as tarpaulins etc.The Fiji Red Cross Society has 19 pre-positioned containers ready for distributions of emergency items. â€Å"We work as an important part of a mandated coordinated disaster response network in Fiji,† says Fiji Red Cross Society director general Alison Cupit. â€Å"We are based in communities throughout the islands and our volunteers work with the government and other partners on both preparedness and response to significant disasters. This collaboration is an essential component of our ability to serve those who need our help.† Especially the families in the western division of Fiji â€Å"Viti Levu†. women’s crisis centre society. Our next subject or topic we’ll be talkin about is on â€Å"womens crisis centre†. womens crisis centre is a society which is there to help you womens only with anything that makes you feel offended or makes you feel that it is a crisis.Even if it is a lilttle thing? and it makes you feel offended they will try their best to make you feel safe,secured and supported . what makes you feel unsafe in this world? what makes you scared and unsecured? is it the looks of men? sound of their voice? movement of their body? the way they touch you? even if it is a small thing and it makes you feel unsafe â€Å"Fiji’s Women’s Crisis Centre† fiji red cross society Beauty queen of only eighteen She had some trouble with herself He was always there to help her She always belonged to someone else I drove for miles and miles And wound up at your door I’ve had you so many times but somehow I want more I don’t mind spending everyday Out on your corner in the pouring rain Look for the girl with the broken smile Ask her if she wants to stay awhile And she will be loved She will be loved Tap on my window knock on my door I want to make you feel beautiful I know I tend to get so insecure It doesn’t matter anymore It’s not always rainbows and butterflies It’s compromise that moves us along, yeah My heart is full and my door’s always open You can come anytime you want I don’t mind spending everyday Out on your corner in the pouring rain Look for the girl with the broken smile Ask her if she wants to stay awhile And she will be loved And she will be loved And she will be loved And she will be loved I know where you hide Alone in your car Know all of the things that make you who you are I know that goodbye means nothing at all Comes back and begs me to catch her every time she falls Tap on my window knock on my door I want to make you feel beautiful I don’t mind spending everyday Out on your corner in the pouring rain Look for the girl with the broken smile Ask her if she wants to stay awhile And she will be loved And she will be loved And she will be loved And she will be loved [in the background] Please don’t try so hard to say goodbye Please don’t try so hard to say goodbye Yeah [softly] I don’t mind spending everyday Out on your corner in the pouring rain Try so hard to say goodbyeTop of Form Bottom of Form ————————————————- Top of Form Enter artist/album/so Shorty get down, good Lord Baby got them open up all over town Strictly biz she don’t play around Cover much ground, got game by the pound Getting paid is a forte Each and every day true player way I can’t get her outta my mind I think about the girl all the time I like the way you work it No diggity, I got to bag it up Baby I like the way you work it, No diggity, I got to bag it up Baby, I like the way you work it No diggity, I got to bag it up Baby I like the way you work it No diggity, I got to bag it up I like the way you work it No diggity, I got to bag it up Babe I like the way you work it No diggity, I got to bag it up My Worst Nightmare By Dream Healer Weeouw alk again, how to cope with day-to-day life while carrying around a gaping hole and the ridiculously heavy weight of a broken heart. Never had my faith brought up so many questions, yet at the same time become all I had. Learning to walk again seemed an impossible task. What do you do when the bottom falls out of your life? When you’re left alone and your heart has been smashed to pieces? â€Å"Guard your heart† we’re warned for good reason – when your heart is in complete brokenness, life is beyond difficult. But this wasn’t anything I could have guarded against. My husband, my best friend, gone. Everything changed for the worse. I wanted to run away but I had nowhere to run to where my grief would not follow. I didn’t believe I could ever feel any better. I knew hope that I would one day be in heaven, but had little hope of any day until then being any easier than the complete desperation I knew. God’s promise to be â€Å"close to the broken-hearted’ got me through the day, but His promise to â€Å"heal the broken-hearted† was something I’d have to wait for heaven for – wasn’t it? Every morning I’d wake again to the reality that he wasn’t there. It wasn’t just a bad dream. â€Å"God, you’re going to have to help me through today,† I’d whisper through the tears. Every night when I fell into bed at a ridiculous hour, I would soak my pillow with more tears. The day may have been agony, but God had been there. â€Å"You don’t deserve this,† said a friend. The words hit me. Just as I hadn’t done anything to deserve the beauty of my relationship with Ems, neither was this about what I did or didn’t deserve. From the start I knew that, horrendous as it was, this must be about something much bigger than us. Asking â€Å"why?† was a futile waste of energy but knowing that there was an answer, even if I didn’t know it, gave me peace and purpose. The strength that would be mine as time went on wasn’t through any training of my own but through the tear-stained surrender each morning. Living one day at a time, I would slowly see glimmers of purpose as God allowed my brokenness to reach out to others. Though a world away from life before, once that purpose became more important than my comfort, I would learn to live again. Not even the grave could conquer my experience of knowing what it is to love and be loved. And now I know that, like in the back of that campervan on that beautiful day, my eyes can again well up with the anticipation of a brighter day and the adventure ahead. Watch this video of Ruthie sharing her story at our event at Momentum 2012: We found God in a hopeless place. In April this year I moved from London to Cornwall which has been a dream of mine for years. I can’t emphasise enough how huge this was for me. I was happier than I ever thought possible. I kept pinching myself because I couldn’t believe it had happened. I had handed in my notice at work and was longing for the day when I didn’t have to manage stressful IT projects which I was finding more and more soul destroying. Finally I was to have the life of my dreams, living in Cornwall with a fulfilling job and a little dog to take for walks on the beach – bliss. I had to move with my 81 year old Dad as I had been living with him for 5 years since Mum died, but he was all for it, looking forward to seeing out his life by the sea and the house we bought had a lovely sea view. My only child, my son Toby who was 23 had been living with us for the past year, and we gave him the option to come with us but all his friends were in Cambridge where he had attended University so he went to lodge with a friend and I said I would pay his rent for 6 months until he found a job and could stand on his own two feet. I felt this was a chance for him to finally be independent and make a life of his own. But then it all came crashing down and I still can’t quite take it in. On Sunday July 10th a young policeman knocked on my door at precisely 10 p.m. I know the time as a movie ‘Marley and Me’ had just finished and I was watching the highlights of the British Grand Prix. It was just like a scene from a TV programme where they tell you to sit down and in that moment you know your life will never be the same again. He told me that my beautiful 23 year old son was dead, and in the next sentence he added that he had taken his own life. I didn’t fall to the floor in hysterics as I would have thought. I just immediately went into shock and had to go and tell my Dad upstairs who thought I was so upset because of the end of Marley and Me, where the dog dies. I was pacing up and down muttering and putting the kettle on just in shock. But not once did I scream or cry or break down and I kept commenting on the fact. I kept asking this young policeman why I wasn’t on the floor sobbing. The next 3 weeks I just got on with seeing my son’s body, meeting his friends, arranging his funeral, having an endoscopy, going to the dentist, having the chimney swept, driving from Cornwall to Cambridge and back again twice. How did I do that?. I bought a puppy as I was so scared that if I didn’t have anything to live for when I got back that I would just walk out into the sea and end it all. It is the ultimate irony that suicide can cause suicidal thoughts for the loved ones left behind, where there never had been any before. Then on August 2nd I took my Dad for a routine check up and was told in the hospital waiting room that he had a tumour in his bladder and that it was cancerous. This can’t be happening I thought but it was. So now it is December 7th and Dad is gone too and I am all alone. Dad died on November 19th, I had to go to my son’s inquest on November 25th and hear how he had been found in a field with a bag over his head, then arrange my Dad’s funeral. So that is all behind me but what does it mean for me now. How do I process all this and get on with my life. Some days it is all just too huge and I feel scared. Other days I just get up, take the dog out, have lunch and go about my day and feel numb, devoid of any emotion. I am scared that if I let the emotion in it will devour me and there will be nothing left. Everyone keeps telling me how brave I am, how amazing I am, how strong I am? Am I? I just think I get up every day and breath in and out until it is time to go to bed. What other option do I have? So this blog will chart my journey into the unknown. How does a 55 year old woman, alone with no parents, no children, no partner rebuild her life and find meaning and purpose out of loss and tragedy. Watch this space.

Common Core State Standards Essay

Is a girl in your neighborhood being taught the same things as a boy in another neighborhood? Is a graduating senior in Baton Rouge as prepared to get a job as a graduating senior in Minneapolis? The answer to these questions is â€Å"no,† and rightfully so. All children are unique. A student with autism or dyslexia should not be taught the same way as students who have no learning disabilities. Indiana, which adopted the Common Core State Standards (CCSS), is now eliminating those standards because, the state asserts, Common Core â€Å"takes control of educational content and standards away from parents, taxpayers, local school districts, and states† (Volsky). The Indiana legislators want to write new standards, which are governed locally, not at the federal level. NEED A TRANSITION? Forty-five American states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the CCSS (Common Core State Standards Initiative). These standards were designed by a group of teachers, school chiefs, administrators, and other experts. The CCSS are suggested targets in English Language Arts and Mathematics that set the skills a student should possess in order to proceed to the next level of education. There is no clear divide on the standards between Republicans and Democrats; both have expressed their concerns. But, the controversy reached its peak when the Obama administration slowly started to support the CCSS (Bidwell). Proponents of the CCSS argue that the standards ensure that all students will have the same set of skills, the standards will make sure all students are college ready, and that the standards are a new state-led effort instead of a federal effort. I believe that all states should abolish the CCSS because children with disabilities should not be expected to learn the same way as advanced students, the CCSS takes away from the tradition and individuality of independent/parochial schools, and the problem in education is not standards but poverty. The CCSS have not made success easy for students with learning disabilities. According to the CCSS, students with disabilities â€Å"must be challenged to excel within the general curriculum† (Herbert 10). In addition to students with disabilities, students without disabilities learn different things in different ways, mature at different rates, and have different talents and goals. There is no reason for states to have standards that require students to learn the same things at the same time, and learn them the same way (McClusky). The CCSS â€Å"moves all kids largely in lock-step, processing them like soulless widgets† (McClusky). In a recent discussion, Drexel University and University of Pennsylvania special education student teachers expressed their frustrations in trying to teach special-ed students within the confines of the CCSS (Beals 2). The CCSS are supposed to boost national achievement levels, but by restricting these students to subject matter beyond thei r cognitive abilities, the standards are ultimately lowering student achievements. The CCSS also take away from the tradition and individuality of independent/parochial schools. Parochial schools are private schools that are affiliated with some religious organization and whose curriculum includes religion along with all major subjects. As a graduate of Catholic schools, I believe it is important that the traditions and religion classes be kept alive in these schools. The standards were approved without consideration of how they would affect Catholic schools (Strauss 4). The Catholic education is geared at preparing students for a life of spirit, truth, and faith in God, all of which are never mentioned in the CCSS. Adopting the standards into Catholic schools will essentially diminish them of their tradition to help children not only obtain an education but to develop their faith. As an education major, I have observed many Catholic schools. On the walls, on the boards, and in the hallways, there are examples of prayer and religion everywhere. Taking this away wou ld be taking away the identity of these students. This will ultimately lead to the some students being ashamed of their religion. Another issue that arises is the involvement of the federal government. Independent and parochial schools are independent in their finances and governance and in most cases rely on tuition for funding. The CCSS are state-led efforts but, because these  schools are free from state and federal government financing and guidance, they will not be able to afford the implementation of the CCSS. One of the reasons people believe CCSS are needed is because of the idea that America’s school system has low national test scores. This is not because the current standards are not working; the real issue is poverty. The reason for low-test scores is that about 23% of American students live in poverty. Finland, which has the highest-ranking test scores, has only 5% of students living in poverty (Krashen 37). Poverty stricken children in Queens, NY that have a lack of health care, food insecurity, and lack of library access will not succeed as well as a student going to a school in the Upper East Side of New York City. For example, studies show that food-insecure children are more likely to have slow language development, and problems in social behavior and emotional control (Krashen 38). This results in missed schools days, causing students to repeat grades, which leads to low achievement scores. Instead of spending money on implementing the standards, schools need to spend t he funds on sufficient food programs, improved health care (including more school nurses), and more money going towards libraries in lower-income schools. Some in favor of the CCSS believe that the standards will ensure that all students, no matter what race, gender, or state they are in, will have the same set of skills when graduating to each new grade level (Gardner and Powell 50). Although this is a great notion in theory, the idea that every single student in America will know the exact same things is a major overgeneralization. Even with the CCSS, children with disabilities are physically and mentally incapable of learning the same things at the same rate as a student in advanced or gifted programs. The CCSS have also increased the rigor of the curriculum students are learning. Therefore, students who are already struggling to not fall behind will struggle even further causing the students, parents, and teachers to suffer. In addition to underachieving students, overachieving students will also be negatively affected by the standards. Children who learn faster than others, or who are naturally smarter than their peers will be for ced to learn at the same pace as students who are not as gifted. This will result in students being bored  and losing all interest in school. If every single child in America had the same cognitive abilities, the CCSS would be the answer; but they are not. Other proponents believe that the CCSS will make sure all students graduating from high school are college ready. The problem with this is, America has too many over educated students; the professional work force does not have enough jobs for American students when they graduate. If all students are college ready, no one will want to work at grocery stores, fast food restaurants, mechanic shops, etc. If every student gets a degree and starts work in the professional world, the economy will eventually fail. There will be no farmers to produce groceries; there will be no waitresses; there will be no janitors or cleaning services. In order for this country’s economy to produce money, there needs to be people who do not earn college degrees. One major reason people are supporting the CCSS is because they are state-led instead of being dictated by the federal government. The federal government is largely imposing the CCSS. The National Governors Association and the Council of Chief State School Officers, both of which do not represent states, created the standards. The hasty adoption by most states was federal action. To compete for a part of the $4.35 billion Race to the Top (ADD DEFINITION) reward, a federal government led education effort, states had to adopt the CCSS (McCluskey). When the CCSS came about, the Obama administration only gave states two options: adopt the CCSS or make sure a state university certified a student as college ready. Also, the U.S. Department of Education funded two programs that created the national tests that coincide with the CCSS (McCluskey). With all of this federal involvement, the CCSS is no longer a state-led effort. It is a â€Å"one-size-fits-all† program that ignores the nee ds of the individual states. The reason to oppose the CCSS is not because of the content, some of which is great, the reason is that the CCSS lacks most qualities needed to be considered authoritative, or to even be considered standards. Sadly, the CCSS is generating in America’s education system severe and lasting damage that would take decades to reverse. The CCSS is bad for states, teachers,  students, parents, and anyone associated with the education process. Now, ask yourself these questions again. Is a girl in your neighborhood being taught the same things as a boy in another neighborhood? Is a graduating senior in Baton Rouge as prepared to get a job as a graduating senior in Minneapolis? Still, the answer is â€Å"no†. Do you believe me now that this is a good answer? Works Cited Bidwell, Allie. â€Å"The History Of Common Core State Standards.† U.S. News Digital Weekly 6.9 (2014): 7. Academic Search Complete. Web. 27 Mar. 2014. Common Core State Standards Initiative., 2012. Web. 3 Feb. 2014. Herbert, Marion. â€Å"Common Core’s Implications For Special Ed Students.† District Administration 47.2 (2011): 10.Academic Search Complete. Web. 27 Mar. 2014. Krashen, Stephen. â€Å"THE COMMON CORE. (Cover Story).† Knowledge Quest 42.3 (2014): 36-45. Academic Search Complete. Web. 15 Feb. 2014. McCluskey, Neal. â€Å"No Child Is Standard.† Reading Today 31.2 (2013): 30. Academic SearchComplete. Web. 27 Mar. 2014. Strauss, Valerie. â€Å"Catholic scholars blast Common Core in letter to U.S. bishops.† Washingtonpost.com. The Washington Post, 2 Nov. 2013. Web. 16 Feb. 2014.