educational sectors

Devos might have gotten confirmed, and that’s BAD, but don’t think your efforts have not been worth it. Because of your actions:

  • Devos confirmation got pushed back as much as possible
  • two GOP senators defected
  • Mike Pence had to be the tie-breaker, something that’s has NOT happened for a cabinet confirmation and the Trump Tower is already whining about it

While it is likely all other cabinet nominees will be confirmed, because of protests and calls from the public and actions taken by senate democrats, these confirmation hearings have been taking longer than previous cabinet confirmations. And just because they’ve been confirmed, the fight does not stop. 

Put your senators who voted for DeVos on notice and that they’ll pay for their vote in 2018, thank those who voted against her. To keep fighting Devos, pay attention to your local school board. They are your best defense against her and many municipalities will be voting for a new school board this year. Make sure you vote then, or even consider running. If you know someone qualified to run, convince them to run. We all know someone who is a teacher or an educator, and I bet that you or someone you know in the education sector is infinitely more qualified than Devos. Attend school board meetings as well. 

Vote for a democratic governor and state legislature. 

If there’s some silver lining, maybe now we will continue pay attention to public education outside of an election year, and make it hard for Devos to push any of her agenda.

nytimes.com
Opinion | Stop Pretending You’re Not Rich
Forget the 1 percent for a moment. It’s the top fifth that rules.
By Richard V. Reeves

When I was growing up, my mother would sometimes threaten my brother and me with elocution lessons. It is no secret that how you talk matters a lot in a class-saturated society like the United Kingdom. Peterborough, our increasingly diverse hometown, was prosperous enough, but not upscale. Six in 10 of the city’s residents voted for Brexit — a useful inverse poshness indicator. (In Thursday’s general election, Peterborough returned a Labour MP for the first time since 2001.)

Our mother, from a rural working-class background herself, wanted us to be able to rise up the class ladder, unencumbered by the wrong accent. The elocution lessons never materialized, but we did have to attend ballroom dancing lessons on Saturday mornings. She didn’t want us to put a foot wrong there, either.

As it turned out, my brother and I did just fine, in no small part because of the stable, loving, middle-class home in which we were raised. Any lingering working-class traces in my own accent were wiped away by three disinfectant years at Oxford. My wife claims they resurface when I drink, but she doesn’t know what she’s talking about — she’s American.

I always found the class consciousness of Britain depressing. It is one of the reasons we brought our British-born sons to America. Here, class is quaint, something to observe in wonder through imported TV shows like “Downton Abbey” or “The Crown.”

So imagine my horror at discovering that the United States is more calcified by class than Britain, especially toward the top. The big difference is that most of the people on the highest rung in America are in denial about their privilege. The American myth of meritocracy allows them to attribute their position to their brilliance and diligence, rather than to luck or a rigged system. At least posh people in England have the decency to feel guilty.

In Britain, it is politically impossible to be prime minister and send your children to the equivalent of a private high school. Even Old Etonian David Cameron couldn’t do it. In the United States, the most liberal politician can pay for a lavish education in the private sector. Some of my most progressive friends send their children to $30,000-a-year high schools. The surprise is not that they do it. It is that they do it without so much as a murmur of moral disquiet.

Beneath a veneer of classlessness, the American class reproduction machine operates with ruthless efficiency. In particular, the upper middle class is solidifying. This favored fifth at the top of the income distribution, with an average annual household income of $200,000, has been separating from the 80 percent below. Collectively, this top fifth has seen a $4 trillion-plus increase in pretax income since 1979, compared to just over $3 trillion for everyone else. Some of those gains went to the top 1 percent. But most went to the 19 percent just beneath them.

The rhetoric of “We are the 99 percent” has in fact been dangerously self-serving, allowing people with healthy six-figure incomes to convince themselves that they are somehow in the same economic boat as ordinary Americans, and that it is just the so-called super rich who are to blame for inequality.

Politicians and policy wonks worry about the persistence of poverty across generations, but affluence is inherited more strongly. Most disturbing, we now know how firmly class positions are being transmitted across generations. Most of the children born into households in the top 20 percent will stay there or drop only as far as the next quintile. As Gary Solon, one of the leading scholars of social mobility, put it recently, “Rather than a poverty trap, there seems instead to be more stickiness at the other end: a ‘wealth trap,’ if you will.”

There’s a kind of class double-think going on here. On the one hand, upper-middle-class Americans believe they are operating in a meritocracy (a belief that allows them to feel entitled to their winnings); on the other hand, they constantly engage in antimeritocratic behavior in order to give their own children a leg up. To the extent that there is any ethical deliberation, it usually results in a justification along the lines of “Well, maybe it’s wrong, but everyone’s doing it.”

(Continue Reading)

7

The children of Queen Daenerys I and Jon, King in the North

I Prince Jaeherys/Prince of Dragonstone/King Jaeherys III of the Seven Kingdoms

Jaeherys was born during the Long Winter, the only one to be born in Winterfell. He was truly his mother’s child, ambitious, intelligent, cunning, not fond of war and battle, but skilled at tactics.Out of his 6 siblings, he was closest to Aelinor, and many people though they were twins. In his youth, he traveled the Free Cities where he met the ill-fated Kara Rogarre. She was the grandaughter of a wealthy merchant, a great Valyrian beauty, but extremely wilful. The young Prince fell in love in her and demaned marriage. Relucantly, the Westerosi monarchs agreed, but as his mother predicted, the marriage was dreadful. Kara hated Jaeherys’ beloved Dragonstone and the dragons themselves, which caused straign and their marriage resulted in one heir, Princess Rhaenyra, later Queen Rhaenyra II. Kara died in a shipwreck when her daughter was 9, thus never becoming Queen consort. As King, Jaenerys annexed the two thrones and mended the Seven Kingdoms forever. He was a great King, but a heartbroken man.Jaeherys was tolerant, kind, he supported the Great Reformation and the introduction of Parliament his mother started. He rode a silver dragon named Aellyx.

II Princess Aelinor/ The Lady of the Bay of Dragons/The Spring Princess

Aelinor was born in spring,which made sense considering her kidness and beauty. Known as the Pearl of the Realm, she a was great singer and a sought out bride. She was crowned Queen of love and beauty by many, charismatic and lovely, but her fate was different. Her mother and father recognized her talents and sent her of to take care of the Bay of Dragons which her mother conquered in her youth. She created a new system and reigned as Lady of the Bay for many years. Her ideas and reforms were used by many leaders after her. She returned to Westeros many times, to serve as her brother’s Hand, to try to mend his marriage, for weddings and namedays, but she found her true home in the Bay. When it came to marriage, she married twice. She first married Illio Magyr of Volantis but that marriage wasn’t as happy as she thought so she got an annulment. She later met Domeric Dayne in Westeros and would eventually marry him and have three daughters and a son: Daenerys, Daena, Eleana and Aenys. When she was young, Ser Davos joked with her father how he would need to send her off to the other end to the world to keep her suitors at bay, and so it happened. She eventually rode Meraxes, a burgundy dragon hatched by herself.

III Prince Eddard/Duke of the North/The Wild Wolf

A Stark through and through, Eddard was the wildest of his siblings, leading expeditions beyond where the Wall once stood. As a child he was close with his father and aunt Arya as well as his cousin Robb Baratheon. Ned enjoyed pulling pranks on people, his favourite targets were his sister. When he was 5, his uncle Brandon named him as heir, so when he turned 16 Brandon renounced his position and left, never to be seen again. Young Eddard was an efficient duke with the help of his paternal aunt, Princess Sansa. But, he had a bad habit of womanizing which his mother dissapproved of. He had numerous mistresses until he met Alyssane Blackwood, which caused him to stop. He loved Alyssane deeply and she was kind and loving to him, they had four boys, Jon, Brandon, Rickard and Torren. He was afraid oh heights and thus never even tried to come near one the numerous dragons. Winterfell was his most beloved place, where he was burried alongside his Alyssane.

IV Princess Lyarra/ The Artist/Duchess of the Riverlands

Lyarra was a gifted artist from early childhood. She painted many portraits and was fond of large companies, she enjoyed her friendship with Tyrion Lannister’s daughters. Lyarra designed Summerhall again, made numerous sketches for King’s Landing which were turned later into reality by her mother and brother, her ideas and solutions were used for hundreds of years after her death. She married Hoster Tully, Duke of the Riverlands. They had three children, Minisa, Bryden and Jonnel. She was a briliant mathematician and spokeswoman, an accomplished rider and talented dancer. Lyarra rode Greywind, a kind dark grey beast. Greywind died before her in a spear incident, breaking her heart. Lyarra enjoyed parties and people and her people loved being in her company.

V Prince Aemon/Prince of Summerhall/The Wind

Just like the rest of his siblings, Aemon was educated in self defence, but he enjoyed war. He loved battles and horses and whenever there was a rebellion he’d be the one to kill it off. Aemon was nickanamed The Wind after he stormed a siege in a minute with his dragon Sunfyre, a large yellow beast. He was hot-headed and impulsive, but he looked up to his father and wanted to be a great warrior, just like him. He traveled with his Aunt Arya. He led a happy life, married Serena Dondarrion and left 6 children: Daenys, Rhae, Aegor, Daeron, Visenya and Maekar. He was close with Eddard and enjoyed spending time in the North, but after they re-built Summerhall his family moved there. Aemon’s best friend was Jason Lannister. The two men waged war on the behalf of the Westerosi monarchs many times. 

VI Princess Rhaella/The Historian/Princess of Dorne

Rhaella and her fraternal twin Alyssa were an untter surprise to her parents. Tyrion Lannister joked how the King and Queen went out with a bang for their last two children. They were a surprise, but they were beloved. Rhaella was a shy, well-read girl, profficient with a bow and arrow like her older sister Aelinor, but she preffered reading about history. Rhaella wrote 35 books historical pieces that are used as a source now, without her so much histrory would be lost. She and her sister were close until she married Mors Martell, son of Princess Nymeria, who she met as a child. They’d eventually have 3 children, Arianne, Oberyn and Loreza. Arianne and Rhaella were always close, and little Oberyn idolized his grandparents. Rhaella’s value as a historian is unmeasurable. She rode Valarr, a small tope dragon, but after an injury she retrieved from riding and focused on writing everything down in her beloved Watergardens.

VII Princess Alyssa/The Wise Princess/Goldhands

Alyssa learned to read at the age of 4. She was an avid learned and wanted even to join the Citadel, considreing she spent time ther ewith her Uncle Sam who was Archmaester there. But, she realized the Citadel’s flaws and decided to found Westeros’ first university, which she was named Alyssaniaum in her honour. She opened many school for everyone during her life, reforming education and making it mandatory from age 7 to 18. She wrote many laws and critiques, believed in knowlegde and valued it above else. Alyssa’s library contained over 5000 books which were open for the public at every time. Alyssa rode Rhaenys, a beautiful red beast and waged wars with her siblings. She refused to marry, but rumour had it she kept paramours such as Talia of Myr and Rohanne Webber, even rumour had it she had an affair with Alyssane Blackwood’s younger sister Asha. Her greatest achievment was increasing the number of literatte people, dividing the sectors of education for maesters and opened the Citadel for women. She was the biggest influence in Princess Rhaenyra’s life after her mother’s death. She was close with her father and Aunt Sansa. Many men proposed to her but she used to say if there’s anyone who can impress her with his wit she’d marry that person. Alyssa was called Goldhands after her ability to make money, which she inherited from Tyrion Lannister.

MBTI Subtypes

It is often assumed that, because a function is introverted, it is unexpressed. This is not the case, resulting in subtypes of our 16 MBTI types. These can all be “added on” to the overall profiles of the types ;)

Today, I will begin with the Ni-doms.

INTJ:

Ni-expressive: These INTJs are more mild-mannered and quirky than their Te-expressive kin. They freely pursue their own interests with intensity. For better or worse, they can be chronic delegators, knowing there is action to be taken but feeling strongly that their place is to attend to the comparatively passive (yet highly influential) role of strategizing. They are found more frequently in medicine and other sciences as well as academia. They are most commonly Enneagram type 5 or 1.

Te-expressive: These INTJs are quietly assertive. They are less flexible than the Ni-expressive subtype. Their grasp on facts and figures appears very firm, but they can overcompensate for their inner abstraction. They are fiercely independent and may be wary of group affiliations. They tend to be very organized, critical, and sarcastic. They may fail to see the value in being considerate if they have not allowed themselves to mature. While strong communicators in task oriented situations, they may have a tendency to fish for words in more casual circumstances. They are more frequently found in law and business, and are most commonly Enneagram type 3 or 8.

INFJ:

Ni-expressive: These INFJs are contemplative and somewhat standoffish. They withdraw for the sake of personal growth - to become who they feel they need to be. They can appear zoned out but they often provide shockingly precise insights. They tend not to give advice unless asked. They find humor in unexpected things. They are wordy. They like to tease and they tend to take things either too seriously or not seriously enough. They are more often in creative or behavioral health fields. They are more often Enneagram type 4 or 5.

Fe-expressive: These INFJs are high-strung and scrupulous individuals. They are good at shifting their behavior to fit actual or perceived niches and roles. Their interests and work are integral to their identity. They are earnest and demonstrative, but they can struggle to communicate their own needs in a mature and/or timely fashion. They appear more conventional than they are on the surface and many would describe them as “full of surprises.” They tend to cope poorly with failure. They are structured and focused, and while they direct and organize others well, they communicate best via written word. They are more often found in educational and other public-sector fields. They are most commonly Enneagram types 1 or 2.

nytimes.com
Opinion | Stop Pretending You’re Not Rich
Forget the 1 percent for a moment. It’s the top fifth that rules.
By Richard V. Reeves

I always found the class consciousness of Britain depressing. It is one of the reasons we brought our British-born sons to America. Here, class is quaint, something to observe in wonder through imported TV shows like “Downton Abbey” or “The Crown.”

So imagine my horror at discovering that the United States is more calcified by class than Britain, especially toward the top. The big difference is that most of the people on the highest rung in America are in denial about their privilege. The American myth of meritocracy allows them to attribute their position to their brilliance and diligence, rather than to luck or a rigged system. At least posh people in England have the decency to feel guilty.

In Britain, it is politically impossible to be prime minister and send your children to the equivalent of a private high school. Even Old Etonian David Cameron couldn’t do it. In the United States, the most liberal politician can pay for a lavish education in the private sector. Some of my most progressive friends send their children to $30,000-a-year high schools. The surprise is not that they do it. It is that they do it without so much as a murmur of moral disquiet.

Beneath a veneer of classlessness, the American class reproduction machine operates with ruthless efficiency. In particular, the upper middle class is solidifying. This favored fifth at the top of the income distribution, with an average annual household income of $200,000, has been separating from the 80 percent below. Collectively, this top fifth has seen a $4 trillion-plus increase in pretax income since 1979, compared to just over $3 trillion for everyone else. Some of those gains went to the top 1 percent. But most went to the 19 percent just beneath them…

There’s a kind of class double-think going on here. On the one hand, upper-middle-class Americans believe they are operating in a meritocracy (a belief that allows them to feel entitled to their winnings); on the other hand, they constantly engage in antimeritocratic behavior in order to give their own children a leg up. To the extent that there is any ethical deliberation, it usually results in a justification along the lines of “Well, maybe it’s wrong, but everyone’s doing it.”

The United States is the only nation in the world, for example, where it is easier to get into college if one of your parents happened to go there. Oxford and Cambridge ditched legacy preferences in the middle of the last century. The existence of such an unfair hereditary practice in 21st-century America is startling in itself. But I have been more shocked by the way that even supposedly liberal members of the upper middle class seem to have no qualms about benefiting from it…

Take housing, perhaps the most significant example. Exclusionary zoning practices allow the upper middle class to live in enclaves. Gated communities, in effect, even if the gates are not visible. Since schools typically draw from their surrounding area, the physical separation of upper-middle-class neighborhoods is replicated in the classroom. Good schools make the area more desirable, further inflating the value of our houses. The federal tax system gives us a handout, through the mortgage-interest deduction, to help us purchase these pricey homes. For the upper middle classes, regardless of their professed political preferences, zoning, wealth, tax deductions and educational opportunity reinforce one another in a virtuous cycle…

Self-interest is natural enough. But the people who make up the American upper middle class don’t just want to keep their advantages; armed with their faith in a classless, meritocratic society, they think they deserve them.

OMG SOMEONE SAID IT

Not being British myself, I’m always hesitant to offer opinion on the intricacies of British class politics. But I’m glad to know there is at least one Brit out there who shares my opinion that America is just as class-bound but far less class-conscious – and that in many cases this lack of class-consciousness amounts to a willful lack of self-awareness that serves only to make class barriers more rigid. 

MBTI Subtypes

Today’s subtypes: The Fe-doms!

ESFJ:

Fe-expressive: These ESFJs are typically hospitable and generous. They love attention and they are good at organizing others for the sake of a good time - most notably, they have a knack for maintaining harmony among individuals no matter how diverse the group is. This often makes them excellent supervisors, though they tend to have long periods of time where they seek out mentorship from others. Without this mentorship, they can become directionless and use poor judgment. They can be overly sensitive to how others react to them if it isn’t what they expect, leading to them becoming hot-tempered and harshly critical of both themselves and others. They commonly work in education and other public-sector fields as well as social work. They are most commonly Enneagram type 2 or 7.

Si-expressive: This is a more guarded ESFJ. While they take things less seriously than the Fe-expressive subtype, they can be significantly less hospitable and are often suspicious of those they view as “other.” They are good with managing a household and tend to be rather modest and humble people despite all they do to hold things together, unless one brazenly and repeatedly takes them for granted - in such cases, they will make their resentment known. They can become impatient with others for doing things differently than they do and may be myopic. They can be hyper-reactive and may try to shape others into who they think they should be rather than appreciating who they are. They tend to be more literate than the Fe-expressive subtype, possibly basing many of their guidelines for living on things they pick up from books (usually the “classics”). They are more commonly found in the corporate world or in hospitality/service professions. They are most commonly Enneagram type 6 or 8.

ENFJ:

Fe-expressive: These ENFJs are highly dynamic, ambitious individuals. They are usually good at galvanizing a crowd, though they have to be careful not to push too hard lest they drive others away. They can have a tendency to be sanctimonious or condescending, and they may have trouble allowing others to go their own way. They are highly idealistic and benevolent, and while their guileful, political nature may make some suspicious of their motives, they usually use it to positive ends which benefit others. They have little patience with people they feel have given up on themselves or others. While they usually are driven towards harmony, their protective nature can drive them to intense anger. They are more often found in politics and ministry. They are most commonly Enneagram type 2 or 3.

Ni-expressive: This subtype of ENFJ takes life more slowly than their Fe-expressive counterparts, but they are still very intense in their (often diverse) interests and ambitions. They frequently underestimate the influence they have, and they set high standards for their social performance. Their bearing can be initially reserved, but they turn on and shine brightly when they sense the opportunity to contribute and exert their influence. They are prone to feeling lonely, whether by themselves or with others, and they can feel insecure and uncomfortable when they are not in charge or being heard - they experience a push and pull between wishing to please others while also wishing to do things their way. These are the quintessential extraverts who “adopt” introverts, due to the fact that they usually have interests which overlap more with those of introverts than with other extraverted types. They often champion the underdog and have strong faith in peoples’ abilities, no matter how difficult their circumstances may be - however, they like to have a hand in others’ success, usually by providing insight and knowledge. They enjoy learning about people and their various facets and may come across as prying due to this - they may even overshare in hopes that others will reciprocate with an equal amount of information about themselves. They are more commonly found in education and therapeutic fields (OT, PT, etc.). They are most commonly Enneagram type 1 or 6.

The budget hasn’t even been released but already I’m furious at the proposed university fee increase. How can a government possibly hike up fees while simultaneously slashing funds to the education sector? The abhorrent thing is, however, having to pay back student loans at an income that is barely above minimum wage. Our greedy capitalist culture has not accounted wage increase for cost of living and inflation. People cannot afford to live on minimum wage, which is only going to get worse.
While the liberals do nothing to solve the housing crisis, median house price goes up to around a million. How are young people ever supposed to be able to afford a house, let alone pay off their student loans?
Such policies are introduced by politicians who were able to get their education for free, and also had the benefits of a youth allowance. Their solution to an economic deficit is to target the young instead of taxing corporations.
We cannot let higher education become an elite service which only accommodates for the rich.
Higher education is a right not a privilege. Make education free again.

A Little Bit of Magic ~Phan~

Oneshot. It’s Dan’s eleventh birthday, and he’s looking forward to getting his Hogwarts letter. There’s just one problem- Hogwarts isn’t real, so he won’t get one, right? Wrong, if your best friend is Phil Lester, apparently. Kid!AU. Fluff.

Rating: K, no warnings (This is fluff just pure fluffy fluff yay)

Every time you review a fairy gets its wings so please help it fly xxx

Keep reading

ibtimes.co.uk
New Defray ransomware demands $5,000 from US and UK victims in highly customised attacks
The ransomware is targeting the healthcare, education, manufacturing and tech sectors, using highly customised phishing emails.

A new ransomware dubbed Defray has been uncovered, going after the the healthcare, education, manufacturing and tech sectors in the US and UK. The ransomware is using highly customised phishing emails to go after specific targets. Defray, unlike other ransomware variants, is demanding a relatively higher ransom amount - $5,000 in bitcoins from its victims.

The Defray ransomware is being spread via malicious Microsoft Word document attachments embedded in phishing emails. The ransomware has been named after its C&C server. Coincidentally, the word defray also means “to provide money to pay a portion of a cost or expense.”

Continue Reading …

Phroyd

@amuse: Shindou a SEED! (dark)

2 July 2015
(AU world RP where Shindou is a SEED, as opposed to Tsurugi. The catch: He’s doing it FOR Kirino…Also, I get another q in the park! Hopefully this works for a starter and isn’t too dark!)

God Eden:

Shindou was placed in a closed room with another boy, both of whom were kicking soccer balls at each other, but the boy was getting tired and his aim was off and soon he ran out of soccer balls before Shindou did.


The Fifth Sector “educator” as they were called watched with cold eyes. “Don’t stop Shindou, keep hitting him until your pile is gone.” The man said as he got ready to zap Shindou in case the other refused. Fifth’s training program was simple. Obey and get rewarded. Disobey and be punished. The method of punishment/pleasure was a small device fitted behind the ear that was tapped into the subject’s nervous system…


The boy winced as he raised a hand. “Please don’t, I’ll do better, I promise.” The boy begged Shindou, his teal hair kind of making him resemble Shindou’s teammate Kariya…

118 --- An Educational Manifesto

Preface

I know there is no image this post, I spent all my time writing it this evening and I could not think of a good image for this. If you have a view on education in NZ, please read this through. It is an important topic and I would love to hear some input/contrast on my ideas. There is a TLDR (too long didn’t read) at the bottom.

Introduction

The current education system in New Zealand is inadequate and old-fashioned, students are not taught how to think, they are taught how to pass tests.
The system needs to be built upon principles of purpose, engagement, creativity and productivity so it is prepared for the future.

Preschool and primary schools start of well, I do not have any critique for that sector of education but when children get to intermediate school and high-school issues arise. At a time of their lives when students should be preparing for what they will be doing in life, they are pressured by the expectations from school and their peers.

I have heard from too many students who find it difficult in High School, bullying, peer pressure and expectations plague our students. Instead of learning how to become productive people with creative skills, hobbies and interests. Students spend too much of their educational time is spent on “studying” for their next test. This is not real “studying”, students are disengaged from the subjects that they are being required to learn. 

This is not the fault of the teachers, they are doing the best job they can do with the policies and structure in place, in fact the current high-school education system is almost as much of a burden on teachers as it is on students.
This is not a financial issue, it is not an issue of under-funding, throwing money at schools will not resolve the issues being outlined here.

The majority of the education system in New Zealand is still based on the industrial era style education, where students are put through like products on an assembly line. In this system, each student is tested for quality control and then stamped with a level of competence.

I cannot believe that with all this time spent on discussing progressive policies, climate change and social equality and equity. Nobody is talking about progressing the education system.
Sure, there is plenty of talk about how education needs to be improved but I do not see any real substance of how to actually do it.

Maybe this is because the majority of the people in this country have gone through the education system, it is normal, they cannot think of how it could be any different. This is where I may have an insight, I am one of the small percentage of people in the country who was homeschooled. I had a very different sort of education than what is found in school. This allows me to look at the high-school education system as an outsider, as someone with a different perspective.

A good education system needs to be based on principles.
These are the principles I think an education system should incorporate.

Purpose
Students need to have the opportunity to discover their purpose at High School.

Engagement
Students do not learn what they are forced to learn. They need to be given the chance to learn what motivates them.

Creativity
All subjects involve creativity. It is essential for innovation. Mathematics and STEM would be picked up by many more students if they were given the opportunity to be creative within these subjects at school.

Production
Being productive starts at school, students need to work on projects, hobbies and become producers of wealth rather than consumers. With the internet, being a consumer has never been so easy now with people being able to watch any movie at a touch of a button. Production, creating content and solving problems is essential for a healthy emotional state of a person. As conjecture, I would argue that a lack of production and purpose are two of the factors for increasing rates of depression and anxiety in young people in this country.

How to do it

I am not going to explain how to build an education system from scratch, I understand that any change to the education system needs to be built on top of what already exists. The steps outlined below explain how I would change the education system.

Redefine Tests
Tests should not be something students prepare for, this sounds like a crazy idea but its not. The purpose of a test is to measure a student’s progress. It’s not a target or goal for a student to reach. The culture of exams and the pressure that they impound on students is incredibly unhealthy for student’s well-being. It is one of the reasons why Anxiety and Depression rates are increasing for students.

Redefining tests is easy, tests should be changed so they surprise students and they should not be based on the ability for a student to recall information. They should be either openbook or based on measuring the understanding of a student and not their ‘recall ability’. End of year external exams need to be eradicated and replaced with reoccurring tests throughout the year (these already exist, they are called internals).

The tests do not need to be radically different, the infrastructure is already there, it is simply a change of process. To clarify, national standards should not be removed, they should simply be used as a measuring tool instead of a goal.

Replace credits with CV/Portfolios
The credit system in schools is a bit like the tax system, it is needlessly complex.
One of the problems with the school system is that it does not reflect adult life very well. Credits do not exist after students leave school, companies do not give people credits when they change job. It doesn’t make any sense.

Students don’t get it, they almost need professional advice in order to navigate the credit system.
What needs to happen is that there is a portfolio system, students need to be able to keep a record the skills they gain from their education. Whether this is done on an NCEA web platform or on a personal level I am not sure upon.

The important aspect here is that with a portfolio/CV system, students will be getting ready for work, they will be learning how to present themselves, they will be keeping a record of their achievements. They will know where they stand.
Depending on the method of record keeping, this may or may not need some infrastructure changes (such as a government website).

Compulsory Productivity
Taking numeracy and literacy is compulsory and this is a very good thing. There is another thing which needs to be compulsory and there is an upside to this one as it does not require more teachers. Projects should be compulsory at school, students should be required to complete personal projects and be given allotted times to spend on these projects. 

There shouldn’t be any restrictions on these projects, for example students may wish to create a game or a movie. They may wish to create a robot or experiment with electronics. They may wish to compose a song and complete a performance. These projects will inspire the students, give them a direction, purpose and look great on their CV’s.

It will encourage individual learning and students will have the resource available on the internet in order to educate themselves on their projects.
Again, this change will not need major infrastructure changes, I am sure most highschools have internet availability and/or areas where students can work on projects either together or as an individual, it will require students to have specific time at school to work on such projects.

Encourage Creativity & STEM
Out of the all the modifications which have been proposed in this manifesto, this is probably the most difficult one to implement.
There is a reason why students are losing interest in STEM and it is not because the subjects are boring. It is because the way they are taught is.
One of the most common misconceptions about STEM fields is that they are not creative fields. This could not be any further from the truth.

Creativity is an essential part of STEM, in fact without it, there would be no STEM, scientific innovation is based upon creativity and exploration.
Although the type of creativity is different to what is commonly known about such as Art, Music, Literature and Film. A person who is passionate about STEM can be just as creatively brilliant as individuals in the more traditional arts. The only reason this is difficult to notice is because such creativity is hidden behind jargon and specific knowledge of the subject.

STEM subjects in schools need to be taught in a way which encourages exploration of the subject without sacrificing the facts and knowledge which is required for them. This will require research on what the best method of doing so is.

Conclusion

Education is the foundation of our society, with better educated students, they will grow up and fix all the problems we are currently stuck with. Significantly improving the current education system in New Zealand is not difficult. The changes here do not require significant investment, all they require is a change of policy.

I do not proclaim to be an expert on education, I only proclaim that I am lucky to have had a good education and that every other New Zealander should have one too.
They should have the opportunities I had, the opportunity to personally explore, discover, create and develop. 

I mean DIY, it’s in our DNA [1].

TLDR

I outline the issues with the New Zealand education system and four simple steps on how I would improve it.

References
[1] https://www.youtube.com/watch?v=WVwYnPge8wQ

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PALPAP Product - Inspro Plus Version 6.1 (17th version) is coming with 18 extensive modules with 600 reports of various departments in several reputed Institutes. PALPAP has created strong customer Relationship with more than 450 Educational Institutes in India. Our Enhanced  chart Analysis report for Polytechnic College.

AALIM MUHAMMED SALEGH College Of Engineering was established in 1990, Aalim Muhammed Salegh Trust aims to impact technical and medical education to aspiring students. Dr. S.M. Shaik Nurddin was a sterling example of an educational entrepreneur who climbed the hierarchy of success through arduous toil and dedication. In every endeavor of his, he has left the indelible imprint of his vision of educational equality and inclusiveness.

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The university was founded in 1989 by Dr. A. P. Majeed khan,  who is now its chancellor with a motto to provide quality education to the students. Prof. Dr. R. Perumalsamy, Vice-Chancellor of  Noorul Islam Centre for Higher Education, Noorul Islam University.

The Institution is an ISO 9001:2000 Certified Institution Noorul Islam university has consolidated different disciplines into seven Schools of ExcellenceUniversity’s programs are recognized by a range of accreditation boards, including International Accreditation Organization (IAO), USA, NBA, New Delhi and Institute of Engineers (India). The Institution is recognized as SIRO by DS, Govt.Of India in 2008. Accreditation of all eligible programs by NBA, AICTE. Popularization of science award to the Institution by the Government of Tamil Nadu 2002. Award of Patent for the new innovation AVID, (Artificial Visual Implant Device) patented in the name of NICE up to 2024. Listed under section 2(f) of UGC Act 1956 - (F. 8-123/2006 (CPP-I))

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What does Brexit mean for you?

I’ll try and keep this brief (no chance, this will be long) and only highlight a few points. It’s the day after now and I’ve calmed down a little bit. But this Brexit decision is massive, for the whole of the UK, but particularly for a European immigrant like me. So yes, this is affecting me majorly. However, it’s important to note that leaving the EU is a very long process. Most estimates are that it’ll take at least two years before Britain is actually out. Right now, relatively little changes.

Immediate issues:

·      Financial loss: This has been an overnight pay cut as the £ plummeted to its lowest value since the 1980s. I effectively have 8% less savings and earn 8% less now. The stock market also crashed with approximately £120 billion wiped off the value of the largest 100 UK companies. As somebody who travels abroad a lot, exchange rates are quite a concern for me.

·      Political instability: The prime minister resigned on Friday morning, his successor will not be elected by the people, but simply announced by his party. Other important members of the government are likely to resign as well.

·      Disunited kingdom: Two years ago 55% of Scots voted not to leave the UK, many of them because they feared having to re-join the EU as an independent nation. Every single part of Scotland voted in favour of remaining in the EU, the country is now being dragged out against its will and calls for another independence referendum are rife. Northern Ireland is following suit, and some people have even called for an independent London. While this is unlikely to happen, the country is deeply divided, making the future very uncertain.

What this doesn’t mean is that I’ll be kicked out of the UK. There are currently no plans to deport EU nationals who are already living in the UK or change anything in our status. After those two years are up, we’ll see. We could face visa regulations etc. that would make it less attractive to live and work here. Personally, I was planning on moving to Finland for a year or two for a major research project. Now, doing so would mean risking not being allowed back into the UK.

Some expected issues over the next few months and years:

·      Higher Inflation: With a lower £, imports become more expensive, so the cost of things like food and clothes will rise. From there, inflation is likely to spread to other goods. The Bank of England has to react to that and will likely raise interest rates, thus reducing the amount of borrowing and in turn investment in the UK.

·      Recession: The expectations for Britain’s economic future have changed significantly. While no company will just stop trading with Britain and close down their operations immediately, it’s likely that money will be moved out of the UK and investment will be made elsewhere with all the usual repercussions for the economy.

Working at a university this has some pretty serious repercussions:

·      EU students: Approximately 10% of our students are from the EU. That is predicted to decrease significantly as insecurity spreads. Currently these students are charged lower fees, which is likely to change, in all likelihood leading to a significant permanent decrease in EU student numbers, thus affecting university income and student mix.

·      Research funding: The EU has invested a lot in European academic mobility and cooperation with major research funds available across all disciplines. The UK is the second largest recipient of EU research funding. Given how many other issues there will be, an “independent” UK government is unlikely to invest at a similar scale and international cooperation will be seriously hampered, thus limiting the exchange of knowledge and research progress. We’re side-lining research and the higher education sector as a whole with this vote, so purely for career reasons staying might not be the smartest idea for me.

Likely wider issues after those two years are up:

·      The EU has very little interest in making this break up easy. The UK will likely be made an example of to discourage other states from leaving. There are a lot of deals to be struck in terms of trade, travel etc. and the UK is not in a great bargaining position.

·      Access to the single market of the EU is imperative for UK trade. This will have to be negotiated and is likely to result in major concessions being made. For example, it is likely to be tied to freedom of movement for EU citizens, which would negate one of the key points of the entire Leave campaign, their “immigrants out” pitch.

·      There’s a whole host of laws that simply have no equivalent in the UK because they were taken care of by EU law for the past four decades. These include environmental protection, women’s rights, workers’ rights etc.

·      Cooperation in other areas is eliminated unless deals are struck. This includes areas such as medical cooperation especially for rare diseases and cutting-edge research, police cooperation with European arrest warrants etc., intelligence cooperation especially important in the light of recent terror attacks…

·      Ultimately, the EU was created to give this continent peace after millennia of rather effectively slaughtering each other. It has lead to the most peaceful and prosperous time in European history. In breaking apart and going back to nationalism we are risking that. Russia is certainly enjoying that. As mentioned above, Northern Ireland is not happy and voices calling for a re-unification with the Republic of Ireland are much louder than usual. The fierce civil war over that very issue only ended in 1998.

Ultimately, we don’t know what is going to happen.

The above are my best guesses. There is no precedent for this and I don’t claim to be right about the points I’m making. There is too much uncertainty around. Even if all of these things happen, this is obviously not the end of the world. These are all major storms that can be weathered. With much difficulty and —in my opinion at least— completely unnecessary losses, but after all, big politics happens, big catastrophes, big wars… but in the end, humanity prevails. We have seen this for millennia and it is not going to stop now.

I needed yesterday to be upset. I was not smiling or joking or doing a good job being friendly yesterday. Not at all. I was sad and scared. But today I get up and face a new day. And I will continue to make life a little better in my surroundings. And that’s really all anyone can hope for.

What worries me, and what affects me the most right now is xenophobia. Make no mistake, this campaign was based primarily on a fear of foreigners with the same horrible old arguments that have been rehashed time and time again about immigrants stealing jobs, causing trouble, being lesser people.

I’m one of those people.

Over the past seven years, I have created a new life and a home here for me. I have worked hard, I have perfected my language skills, I have paid way more in taxes than I’m ever likely to get out of the system because this is my home and I’m eager to contribute to its health system, its schools, its roads etc. even if I don’t use them much.

Where I live now is one of the areas that voted more heavily in favour of Leave. The rhetoric on the streets has been disgusting. Personally, I can hide my immigrant status. I look like a Brit, I speak like a Brit, nobody notices and even the ones who know would be mad to suggest I leave. But the atmosphere has changed in such a way that it is very worrisome. I have always felt at home here, in all the places I have lived in across England and Scotland. Today it feels a bit like staying in an abusive relationship to still be here.

Hey guys! Thank you so much for all your support - I am glad you are enjoying the blog and what we are trying to do :) Thank you to all of those who have submitted stories/experiences/opinion - they have been amazing and please keep them coming :) Remember, this doesn’t have to be a personal story, it can be something you like, something you don’t, an opinion, a question - these can be as positive and negative as you like :) - the idea is to open a dialogue (a conversation space) in which you can have your voice heard and it can be put towards training educators on these issues :) Thank you also to those who have helped promote us - we really appreciate your effort, support and engagement in what we are trying to do :) This info graphic is something we have put together as a representation of why we, at LGBT Insight, have decided to take on this project as there is an evident lack of understanding and awareness within the education sector in regards to LGBT. Please let us know your comments! We love hearing from you 

“There’s been increasing recognition that empowering women and girls is a key change agent for development,” says former Australian Prime Minister Julia Gillard. “Education is powerful, which is why some people want to stop it and why we should feel so passionate about assuring that it occurs.”

Gillard joined forces with Hillary Clinton at the Clinton Global Initiative on Wednesday to announce a commitment to raise $600 million for girls’ education. 30 other partners, including the United States government and organizations from the private sector, also joined the pledge to reach 14 million girls around the world in the next five years.

Read more via Time.