The Free Library by Farlex with 4,357,820 articles and books recommends Win Straube's
QGE = A: Quality Generic Education is the Answer
by University Press of America to all library education shelves for the following reasons:
Education is more than just a seasonal political football for aspiring politicians. It is the foundation for a prosperous, free and democratic nation. A new education system for obtaining the best education at the lowest possible cost--"QGE = A: Quality Generic Education is the Answer" is a proposition for a revolutionary new way to educate our children. Author Win Straube has quite the mind for new solutions as an inventor, scientist, and engineer, to connect everyone to the best educators for any given subject in the world. "QGE = A: Quality Generic Education is the Answer" is something that all educators should read and consider and carries our highest recommendations to community library education shelves.
Link to the Free Library:
ahref="http://www.thefreelibrary.com/QGE+=+A:+Quality+Generic+Education+is+the+Answer.-a0178795995">QGE = A: Quality Generic Education is the Answer.
Tuesday, May 27, 2008
Monday, May 19, 2008
From the Heritage Foundation - Morning Bell
Posted by Click here to send Ken an Email
Posted by Click here to send Ken an Email
Morning Bell: A Bright Spot in Education ReformWith more than 100 House Republicans voting for a farm bill that betrays every conservative principle about governing, it is no wonder conservatives are disillusioned about Republican prospects this November . However, while liberals are already scoring victories for protectionism, judicial activism, and union power, there has been one bright spot for conservative ideas and policy: parental choice in education. Since liberals are currently in control of Congress, the biggest gains in education reform are happening in the states. Most recently in Georgia , Gov. Sonny Perdue (R) signed a law creating a Tax Credit Scholarship Program that allows corporations and individuals to receive 100% tax credits for their donations to a state scholarship fund for low-income students. The fund will allow roughly 10,000 students to better their education by attending the private school of their choice. In Florida, conservatives barely passed a similar tax-credit voucher program in 2001. Seven years later there are 20,000 students in the program, 64% of whom are black or Hispanic. When conservatives pushed to vastly expand the program this year, the bill passed by large margins with many Democrats crossing over to vote for the bill. Democrat state Rep. Bill Hall told the St. Petersburg Times: “I’m a strong advocate for public school education, and I’m not necessarily a strong advocate for vouchers. [But] the bottom line has to be the child. If good things are happening for the child, then you can justify it.” Even in the shadow of the U.S. Capitol, parental choice in education is taking root in liberal strongholds. In 2004 Congress created the D.C. Opportunity Scholarship Program, which offers private school scholarships to disadvantaged students. More than 7,200 students have applied for scholarships, but due to funding restraints only 1,900 have been awarded grants, which are worth up to $7,500. Seventy-four percent of voters in Washington, D.C., are Democrats and current Mayor Adrian Fenty received 89% of the vote in 2006. In April of this year, Mayor Fenty testified before Congress in favor of increasing funding for this school choice program by $38 million. The success of school choice programs in D.C., and Florida are encouraging bipartisan support for similar programs nationwide. Bills have been introduced in Missouri and New Jersey , and New York’s new governor has signaled he is open to expanding educational options for parents. In an otherwise darkening time for conservatives nationally, allowing federalism to lead the way on education reform is one thing conservatives can still be proud of. | Ronald Regan said - Think of ALL of the GOOD that could be Done if it didn't matter WHO got credit for it. THAT is good. The HFoundation wants to END PUBLIC SCHOOLS. Throughout the rest of the Post they will use words like - Vouchers Parental Choice It is to bad the HFoundation doesn't want to HELP ALL STUDENTS. Wonder WHO decided Which students are "disadvantaged"? Wonder what happened in Milwaukee? Wonder what (?) that means? |
Friday, May 16, 2008
Building Skills for a Lifetime School Business Plan
The Northern Marianas Trades Institute, a private non-profit, non-government, incorporated institute, organized in April, 2008, to train local residents to become skilled trades men and women. Its goals are to provide employee training opportunities; improve employee qualifications; improve local labor pool and create job opportunities. As the non-resident labor force returns to its respective countries, a dire need arises to have our local workforce fill in the vacancies. It is expected that the first classes will begin in July, 2008. The site for the school is pending.
All students will enter an apprenticeship program lasting several years depending on the trade selected and the time required to complete the course. As each student progresses in his studies, he will be tested and graded before he moves up to the next level. The trades’ courses will be open to male and female. Upon graduation from the trades institute, the student will be fully qualified to enter the trade of his choice as a skilled tradesman and earn a high paying salary.
All students selected must be working. If they are not employed the institute will help find them a job while attending school. The job need not be in the respective trade selected though it would be wise to have one in that trade.
The institute will recruit qualified teachers to teach the various programs offered. Each instructor will possess the ability to teach and motivate his students in the particular trade. These instructors are available in the community.
During the day the student will work and in the evening will attend classes at least two nights a week. Each evening class will run for two and one/half hours for a total of five hours per week. In this manner the student learns on the job. In the evening he studies the academic portion of his trade under a professional instructor in a classroom.
The institute will also encourage students to form their own companies as independent contractors. By doing this they will be owners of their own companies able to service the community as skilled and respected tradesmen.
No prior qualifications are required such as high school diploma or age. The only requisite is a strong desire to learn a skilled trade. Students will pay a modest tuition and book fee for each segment of the training.
Initially the institute will offer only a few select core trades courses. The courses to be offered will be:
A Basic Core Curriculum. This course will help the student
understand what he is entering and the discipline required. From it
he will also be able to decide which trade he wishes to enter.
These trades will be offered initially:
A. Electrical Tradesman
B. Painting Tradesman
C. Carpentry Tradesman
As the institute grows and demand rises, the number of courses will be expanded. The institute wants to produce a few highly qualified trades people on a small scale rather than try to accommodate every trade request. It will take time to reach a large scale goal but we will strive to achieve a modicum of success on a small scale.
The institute will start with only a few applicants. We are striving for quality rather than numbers. As we improve our teaching methods and students become proficient, word of mouth will attract more students.
Funding for the institute will come from various sources. The institute will solicit various businesses and commercial firms for donations. It will write grants. Businesses will be asked to sponsor individual students who may or may not be employed in their company.
An initial budget of $100,000.00 will be required which should be adequate for the first year of operation. Most of the funds will be used to pay the salaries of instructors contracted on a part-time basis, to buy materials to be used in the classrooms, and to pay operation expenses.
The only full time employee will be an “Education Director.” This director’s role will be to direct the school activities, solicit students and manage the institute in general. The institute will have an advisory board comprised of members of the community who will direct the activities of the institute and work closely with the education director.
For more information please contact:
Anthony Pellegrino
P.O. Box 501808
Saipan, MP 96950
Telephone: 1-670-322-9221
Cell: 1-670-287-8310
Email: tonypell@saipan.com
All students will enter an apprenticeship program lasting several years depending on the trade selected and the time required to complete the course. As each student progresses in his studies, he will be tested and graded before he moves up to the next level. The trades’ courses will be open to male and female. Upon graduation from the trades institute, the student will be fully qualified to enter the trade of his choice as a skilled tradesman and earn a high paying salary.
All students selected must be working. If they are not employed the institute will help find them a job while attending school. The job need not be in the respective trade selected though it would be wise to have one in that trade.
The institute will recruit qualified teachers to teach the various programs offered. Each instructor will possess the ability to teach and motivate his students in the particular trade. These instructors are available in the community.
During the day the student will work and in the evening will attend classes at least two nights a week. Each evening class will run for two and one/half hours for a total of five hours per week. In this manner the student learns on the job. In the evening he studies the academic portion of his trade under a professional instructor in a classroom.
The institute will also encourage students to form their own companies as independent contractors. By doing this they will be owners of their own companies able to service the community as skilled and respected tradesmen.
No prior qualifications are required such as high school diploma or age. The only requisite is a strong desire to learn a skilled trade. Students will pay a modest tuition and book fee for each segment of the training.
Initially the institute will offer only a few select core trades courses. The courses to be offered will be:
A Basic Core Curriculum. This course will help the student
understand what he is entering and the discipline required. From it
he will also be able to decide which trade he wishes to enter.
These trades will be offered initially:
A. Electrical Tradesman
B. Painting Tradesman
C. Carpentry Tradesman
As the institute grows and demand rises, the number of courses will be expanded. The institute wants to produce a few highly qualified trades people on a small scale rather than try to accommodate every trade request. It will take time to reach a large scale goal but we will strive to achieve a modicum of success on a small scale.
The institute will start with only a few applicants. We are striving for quality rather than numbers. As we improve our teaching methods and students become proficient, word of mouth will attract more students.
Funding for the institute will come from various sources. The institute will solicit various businesses and commercial firms for donations. It will write grants. Businesses will be asked to sponsor individual students who may or may not be employed in their company.
An initial budget of $100,000.00 will be required which should be adequate for the first year of operation. Most of the funds will be used to pay the salaries of instructors contracted on a part-time basis, to buy materials to be used in the classrooms, and to pay operation expenses.
The only full time employee will be an “Education Director.” This director’s role will be to direct the school activities, solicit students and manage the institute in general. The institute will have an advisory board comprised of members of the community who will direct the activities of the institute and work closely with the education director.
For more information please contact:
Anthony Pellegrino
P.O. Box 501808
Saipan, MP 96950
Telephone: 1-670-322-9221
Cell: 1-670-287-8310
Email: tonypell@saipan.com
Thursday, May 15, 2008
Fatherhood and Manliness
For many men fathering a child is proof of their manhood. To get a girl pregnant makes them feel macho. But these "macho men" forget that fathers are supposed to provide their son or daughter with a model of how to live.
In a novel by Chuck Palahniuk called "Fight Club," a group of young men in their twenties and early thirties with dead-end jobs meet in the basement of a bar and beat each other senseless to relieve their boredom. This activity makes them feel like warriors showing off their black eyes and stitches as badges of honor. The common thread these young men have is that they are under-fathered, the product of divorce and of fathers who had no time for them.
The main character says: "I am a thirty-year-old boy....I knew my dad for about six years but I don't remember anything.... What you see at the fight club is a generation of men raised by women."
Consider the recent killings across school campuses in the United States, and one wonders where is the father image? The shocking fact is that the majority of violent crimes are committed by young men between the ages of fifteen and twenty-five. In a recent book by Barbara Dafoe Whitehead, her research confirmed that the absence of fathers is one of the strongest predictors of violence among men. The end result is that when young boys are left alone to grow up, many become destructive forces either to themselves, their families, or society.
Who is a young boy to turn to for guidance when his father is absent? Who will teach him how to mingle with other men and treat women in a civilized manner respecting each other? Where is the male outstretched hand for the youngster to grab when he falls down. Men have qualities that must be passed on to young boys that can come only from fathers.
The end for domestic violence will come when real and responsible friendships between men and women return to the highest fulfillment of which all people are capable--moral and intellectual virtues that are the same for men and women at their peaks. Both genders must recognize the diverse qualities that men and women contribute to their children. Fathers who fail to understand them are not fathers but "breeders" only.
We need to return to traditional teachings stressing that men and women share what is good in life. The best way of convincing men to teach their sons manly virtues is to educate them in those traditional virtues of character. We must somehow reach out to all fathers and remind them that his son will soon be a father also. A father is a man when he reaches out and teaches his son the qualities of manhood. Lucky is the son who has a father.
In a novel by Chuck Palahniuk called "Fight Club," a group of young men in their twenties and early thirties with dead-end jobs meet in the basement of a bar and beat each other senseless to relieve their boredom. This activity makes them feel like warriors showing off their black eyes and stitches as badges of honor. The common thread these young men have is that they are under-fathered, the product of divorce and of fathers who had no time for them.
The main character says: "I am a thirty-year-old boy....I knew my dad for about six years but I don't remember anything.... What you see at the fight club is a generation of men raised by women."
Consider the recent killings across school campuses in the United States, and one wonders where is the father image? The shocking fact is that the majority of violent crimes are committed by young men between the ages of fifteen and twenty-five. In a recent book by Barbara Dafoe Whitehead, her research confirmed that the absence of fathers is one of the strongest predictors of violence among men. The end result is that when young boys are left alone to grow up, many become destructive forces either to themselves, their families, or society.
Who is a young boy to turn to for guidance when his father is absent? Who will teach him how to mingle with other men and treat women in a civilized manner respecting each other? Where is the male outstretched hand for the youngster to grab when he falls down. Men have qualities that must be passed on to young boys that can come only from fathers.
The end for domestic violence will come when real and responsible friendships between men and women return to the highest fulfillment of which all people are capable--moral and intellectual virtues that are the same for men and women at their peaks. Both genders must recognize the diverse qualities that men and women contribute to their children. Fathers who fail to understand them are not fathers but "breeders" only.
We need to return to traditional teachings stressing that men and women share what is good in life. The best way of convincing men to teach their sons manly virtues is to educate them in those traditional virtues of character. We must somehow reach out to all fathers and remind them that his son will soon be a father also. A father is a man when he reaches out and teaches his son the qualities of manhood. Lucky is the son who has a father.
Subscribe to:
Posts (Atom)
