Elmira Christian Academy http://www.elmirachristianacademy.com/ Wed, 12 Jan 2022 03:59:14 +0000 en-US hourly 1 https://wordpress.org/?v=5.8 https://www.elmirachristianacademy.com/wp-content/uploads/2021/04/elmira-christian-academy-icon-150x150.png Elmira Christian Academy http://www.elmirachristianacademy.com/ 32 32 10 Advantages of Instant Cash Loans That You Probably Didn’t Know https://www.elmirachristianacademy.com/10-advantages-of-instant-cash-loansthat-you-probably-didnt-know/ Wed, 12 Jan 2022 03:22:03 +0000 https://www.elmirachristianacademy.com/?p=4956 What should you do if your vehicle stops working on the highway but you’re not carrying enough cash in your pocket?

In addition, there are numerous other problems in our lives that could occur at any moment. If this happens you require immediate financial aid to handle the circumstances, don’t you think?

A cash loan is an instant can be an ideal solution to such situations that you face in your daily life. In addition, you do not have to present the past transactions on the card you use. Additionally, the process is quicker and you may get the money you’ve asked for in the next day or even in a few hours. A quick fix during emergencies.

Requires less time

You are aware that your demands are not going to wait around. You require cash to resolve your immediate issue right now. What happens if you receive your money within two days? It’s useless you think? In this scenario, the instant cash loan could be a game-changer.

For an instant payday loan, you don’t have to go to a bank, which is extremely convenient for anyone. If you are connected to the internet and a device that is electronic you can apply quickly. All you need to do is need to fill in an online form. The lender may request additional details regarding the applicant.

Credit history not required history

If you’re looking to get an instant cash advance, you do not have to be concerned about your credit rating. When you approach an institution for any loan, they’ll check your credit score. This means that you could be able or not eligible to get a loan from the bank you are applying to.

However, they are not focused on your credit history. The ability to pay for the loan in full now is taken into consideration. If you’re able to repay the loan from the amount of your next paycheck then you’re well on your way to being.

No documentation is required

If you intend to apply for an individual loan through your financial institution, it is necessary to send all paperwork to the lending institution. After reviewing your document, and verifying that everything is in the order you will be granted the loan approval. If not, you’ll be a bit of a burden.

In contrast, you aren’t required to provide any form of documentation for the instant cash loan. The lender might ask for additional information when they require it. So, you’ll be qualified to receive the loan, and in 24-hours or less, you will receive the cash in your online account.

Flexible loan amounts

In the majority of cases, you could take out a loan, and then choose the amount. It could be larger or smaller based on your needs of yours. The lender will review all information supplied by you. Based on your needs or the kind of work you’d like to complete the lender will decide whether to accept the loan for you.

Less interest rate

If you’ve been through getting a personal loan from your bank, be aware of the interest rates there. When compared to your bank, it’s always advantageous that the interest rate is lower. Actually, it’s dependent on the time period and the amount you pay to the lender.

If you are able to repay the loan after getting the next payday check then you will have to pay lower interest. However, the interest rate could be higher if you’re in a position to pay the loan back in time. If you are not your credit score plays an important part and you will pay lower interest rates.

No Collateral

If you are applying to get an immediate cash advance you do not need to provide any security or collateral. It’s because it’s an unsecured personal loan that does not require collateral. However, you will need to submit security when applying for a personal loan with any commercial lender.

Flexible loans durations

Based on your ability You can decide on a repayment term that is suitable for you. It may be a long duration or a shorter one. If you qualify for a cash loan that is instant and your lender offers the loan with a longer repayment time to your convenience. If you’re unable to pay off the loan at the time of your next payday you should contact the lender to see if you can extend your loan term.

24/7 availability

Your emergency doesn’t come warning you, do you think? It may appear at any moment. In this scenario, it is not possible to be in a position to obtain an advance from your commercial bank because they aren’t always accessible. In contrast, the instant cash loan is completed at any time since it is available 24/7. Thus, it is one of the best features of an instant cash online loan.

Fast disbursal

In the event of an emergency, you’ll need immediate cash. This is one of the most useful benefits of a cash loan that is instant since you’ll be paid immediately after obtaining your approval. The sooner you are able to provide all of the information required for the lending institution, the sooner you’ll receive the cash to your savings account.

Speedy processing

The whole process could take between 20 and 30 minutes, or even less. After you have submitted all the required information for approval, the process can take between 2 and 3 hours. If you complete the form and send in all the information required by the lender and submit it, the lender will then debit your account with savings on the next day, in the majority of cases as well as the day following.

]]>
Temporary closure of 2 schools in British Columbia due to staff absences https://www.elmirachristianacademy.com/temporary-closure-of-2-schools-in-british-columbia-due-to-staff-absences/ Wed, 12 Jan 2022 01:17:00 +0000 https://www.elmirachristianacademy.com/temporary-closure-of-2-schools-in-british-columbia-due-to-staff-absences/

A public high school in northern British Columbia and an independent school in Surrey are closed due to high teacher and staff absences.

The temporary school closures are the first in the province since the start of the Omicron wave.

The British Columbia Ministry of Education said there were currently “functional closures” at Hazelton High School and Bibleway Christian Academy in Surrey due to understaffing.

A spokesperson said the ministry could not provide information on whether the absences were related to COVID-19, as it “does not have the authority to collect information on medical conditions or specific diseases “.

During the winter recess, provincial health officials ordered school districts to put in place plans in case a large number of employees were sick at the same time.

In northern British Columbia, Coast Mountains School District 82 informed parents of the closure of Hazelton High School on Tuesday morning, after some students had already arrived for class.

The school will be closed until at least Thursday, according to a letter signed by Superintendent of Schools Janet Meyer, “due to a staff shortage and an inability to cover staff shortages to provide the required standard. [of care] to ensure the safety and supervision of our students. “

Ginger Fuller, the district secretary-treasurer, said officials will meet on Wednesday to decide when to reopen Hazelton Secondary to regular classes.

She said due to privacy concerns, she could only confirm that the shutdown was the result of illness. The school district did not say whether the absences were due specifically to COVID-19.

The high school, about 400 kilometers west of Prince George, serves a number of small communities. It has just over 380 students and around 30 teachers and staff.

Meyer said the school district has the power to temporarily shut down a school to ensure safety.

Health officials may also recommend school closures based on absenteeism rates in a school or community.

A spokesperson for Northern Health said health officials played no role in the closure of Hazelton Secondary.

Speaking to CBC North Dawn Ahead of the announcement of the Hazelton Secondary closure, Joslyn Bagg, president of the Terrace District Teachers Union, said the prospect of teacher absences linked to COVID-19 was magnified by a severe teacher shortage in the region.

“All of us, as teachers, are always ready to move mountains … and to be as ready as possible.”

Bibleway Christian Academy school officials were unavailable for comment.

Student attendance levels to monitor

Education Minister Jennifer Whiteside said school administration officials, including principals, were making decisions about closing in-person classes and moving to temporary online education.

“Local staff in our districts and everyone in our education system are working very, very hard to do everything in our power to mitigate the impact of COVID-19 so that we can continue to keep children connected to the world. ‘in-person learning,’ Whiteside said in an interview.

Whiteside said the ministry will monitor student attendance levels over the next few days and monitor the number of teachers and staff as schools grapple with the challenges of the Omicron variant.

“We don’t have a business [attendance] numbers for now, ”she said.

“We have anecdotal reports from different parts of the province which indicate that there is indeed somewhat lower attendance than would be normal for the week, but nothing dramatic and nothing firm at this time.”

]]> Live music, health exhibit planned for Northwest Houston https://www.elmirachristianacademy.com/live-music-health-exhibit-planned-for-northwest-houston/ Tue, 11 Jan 2022 18:45:34 +0000 https://www.elmirachristianacademy.com/live-music-health-exhibit-planned-for-northwest-houston/

Southern rockers Marshall Tucker Band will perform at 8 p.m. on January 12 at Dosey Doe The Big Barn. Tickets start at $ 128 and include a three-course meal served until 7:30 p.m.

Marshall Tucker Band is celebrating its 50th anniversary with a nationwide tour that includes a new stop at Dosey Doe The Big Barn. The current group includes original member and lead vocalist Doug Gray and five other jam band musicians. Rick Huckaby opens at 7 p.m.

Dosey Doe The Big Barn is located at 25911 I-45 North in The Woodlands. Learn more at www.doseydoe.com or call 281-367-3774.

January 13


Bad Sneakers returns to Main Street Crossing

A Steely Dan tribute band called Bad Sneakers will perform at 7 p.m. on January 13 at Main Street Crossing in Tomball. Tickets start at $ 29.

Local band Bad Sneakers perform cohesive covers of Steely Dans hits and rare gems.

Main Street Crossing is located at 111 W. Main Street in Tomball. Learn more at www.mainstreetcrossing.com or call 281-290-0431.

January 15th


A Christian band performs in the spring

The Booth Brothers will perform at Spring Baptist Church at 4 p.m. on January 15. Tickets cost $ 25.

The Booth Brothers are a southern gospel music trio made up of Michael Booth, Jim Brady and Buddy Mullins. The show is presented by Dignity Gospel Quartet, a non-profit organization that organizes and schedules local Christian performances.

Spring Baptist Church is located at 633 E. Louetta Road in Spring. Learn more at www.dignitygospelquartet.com.


Singer Daniel Holmes performs at The Barn

Country singer-songwriter Daniel Holmes will perform at The Barn at Frio Grill in Cypress at 8 p.m. on January 15. Tickets for the show for ages 16 and over cost $ 10 at the door.

Holmes performed with other Texas artists like Cody Johnson, Josh Ward, Jamey Johnson, Charlie Robison and Whiskey Myers before embarking on his own solo career. Her debut single “Drive” reached No. 19 on the Texas Spotify Country Chart.

The Barn at The Frio is located at 16416 Mueschke Road in Cypress. Learn more at www.facebook.com/thebarnatfrio.


Stay Dylan Strong continues to fundraise for scholarships

A kickball and cornhole tournament benefiting the Stay Dylan Strong Scholarship Foundation is scheduled for January 15 at 9 a.m. at the Magnolia Youth Sports Complex.

Teams are encouraged to come together and participate in kickball and cornhole tournaments which raise funds for several local scholarships. The fifth annual event honors Dylan Widiker, who died of Ewing’s sarcoma cancer in 2015. Widiker was a student athlete who attended Magnolia schools his entire life.

The Magnolia Youth Sports Complex is located at 31550 Sugar Bend Drive in Magnolia. Learn more at www.facebook.com/staydylanstrongscholarshipfoundation.

January 16


The Magnolia market meets again this Sunday

The Magnolia Farmers and Artisans Market meets again from 11 a.m. to 3 p.m. on January 16.

The local market meets every first, third and fifth Sunday of the month at the intersection of FM 1488 and 1774. Participating vendors offer an assortment of fruits, vegetables, crafts and retail products.

The Magnolia Farmers and Artisans Market is located at 18850 FM-1488 in Magnolia. Learn more at https://www.facebook.com/Magnolia-Farmers-Artisans-Market-240268125935.

January 17


The judge explains how the court has changed

Cypress-Tomball Democrats will meet virtually at 6:30 p.m. on January 17 via Zoom.

This month’s featured speaker is Judge Rabeea Collier, who will speak about the effect of the pandemic on the justice system and the return to face-to-face proceedings. Collier is a judge of the Texas 113rd District Court after winning an election in 2018. Collier also sits on the program committee for the Texas Center for the Judiciary.

For more information, visit www.cytomdemocrats.org or email cytomdems@yahoo.com.

January 18


Vax event for schoolchildren

Harris County Public Health presents a 9 a.m. to 2 p.m. Childhood Immunization Clinic Jan. 18 at the Berry Center.

The vaccines available include measles and mumps; Varicella; tetanus and diphtheria; Hepatitis A and B; Polio and HPV.

The Berry Center is located at 8877 Barker Cypress Road in Cypress. Learn more at www.berrycenter.net.

January 19


Craft studio offers walk-in workshops

The Craft Chicks Studio in Tomball is hosting a walk-in workshop from 11 a.m. to 5 p.m. on January 19. Prices vary depending on the project.

During the workshop, guests can drop by and create any of the projects offered by Craft Chicks Studio, although some supplies may be limited. Projects include pallet paintings, door hangers and custom frames.

The Craft Chicks Studio is located at 304 Market Street in Tomball. Learn more at www.thecraftchicks.com.

January 20


Spring Lion Players presents the musical ‘Technicolor Dreamcoat’

The Spring High School Lion Players Theater Company presents “Joseph and the Amazing Technicolor Dreamcoat” by Andrew Lloyd Webber, January 20-29. Adult tickets cost $ 12.

Jordyn Wardsworth is Joseph, Alexis Washington is Jacob, and Devin Randle is Potiphar. The narrators are Aliyah Nora, Julia Gilbertson and Iliana Chavez. Performance hours are at 7 p.m. on January 20-21 and January 27-29. A 2 p.m. matinee performance is offered on January 22.

Spring High School is located at 19428 I-45 in Spring. Learn more at www.lionplayersheatrecompany.com.

22 january


Focus on the health and wellness of the Dojo event

The Way Family Dojo presents its third annual health and wellness exhibition from 11 a.m. to 3 p.m. on January 22.

The event includes a free 12 p.m. parent-child self-defense workshop as well as a bouncy house, face painting, balloon twister, live music, and vendors.

The Way Family Dojo is located at 32818 Tamina Road in Magnolia. Learn more at www.facebook.com/TheWayFamilyDojo.

29 january


Axelson performs at Creekwood Grill

Brett Axelson will be performing at the Creekwood Grill in Cypress from 6:30 p.m. to 9:30 p.m. on January 29.

Local singer-songwriter Brett Axelson, who lives at The Woodlands, plays country hits and original songs in venues across the region. He previously jammed with longtime local cover band Rat Ranch.

Creekwood Grill is located at 12710 Telge Road in Cypress. Learn more at www.facebook.com/creekwoodgrill.

Entertainment Roundup is a weekly article compiled by freelance writer Brandon Moeller. Send entertainment submissions to Brandon at

moellerbrandon@gmail.com

.

]]> State of the State: Governor proposes historic increase in funding for schools, along with significant tax cuts | Local news https://www.elmirachristianacademy.com/state-of-the-state-governor-proposes-historic-increase-in-funding-for-schools-along-with-significant-tax-cuts-local-news/ Tue, 11 Jan 2022 02:31:13 +0000 https://www.elmirachristianacademy.com/state-of-the-state-governor-proposes-historic-increase-in-funding-for-schools-along-with-significant-tax-cuts-local-news/

]]>
Editorial: The United States Not Formed As a Christian Nation | News, Sports, Jobs https://www.elmirachristianacademy.com/editorial-the-united-states-not-formed-as-a-christian-nation-news-sports-jobs/ Mon, 10 Jan 2022 05:43:44 +0000 https://www.elmirachristianacademy.com/editorial-the-united-states-not-formed-as-a-christian-nation-news-sports-jobs/

This week marks the first anniversary of the insurgency attacks on the United States Capitol on January 6, 2021. These attacks were nothing less than an attempted coup d’etat by around 1,000 loyalists to former President Donald Trump as they besieged the seat of US government over a routine, and uneventful in previous years, certification of the results of a free and fair presidential election.

The findings and analysis of new collaborative research on the role religion played on this day offers interesting insights and insights. The University of Alabama’s Department of Religious Studies and the Smithsonian’s National Museum of American History have teamed up to provide detailed insight into religious involvement in the attack. The project is called “Uncivil religion” and can be found at uncivilreligion.org.

To quote from the home page of the site, “Religious symbols, rituals, identities, banners, signs and sounds permeated the events surrounding the United States Capitol on January 6, 2021. This project begins to trace the thread of religion that has coiled throughout that day through pieces of digital media. It does this in two ways. First, there is a collection of essays that analyze individual media from January 6 in order to explain the role religion played on that day. Second, there is a series of galleries that contain media that represent the variety of ways that religion “manifested” on January 6th. This project is illustrative and not exhaustive. There is so much more to find, say and document about the role of religion on January 6 and this project will continue to grow.

Projects like this are of the utmost importance. Religion, especially evangelical Christianity, was a central motivator and theme of these events. Christian symbolism, quotes, Bible verses and more were ubiquitous in the pictures and images taken during the attacks. At the heart of this Christian extremism is what is called Christian nationalism. Christian Nationalism is a theocratic movement defining the United States, in this case, as a Christian nation and adhering in many cases to the pillars of what is known as Dominionism. Dominionism is a theological worldview that proposes that there are seven “Mountains” that Christians must control in order to prepare the world for Christ’s return. Those “Mountains” are government, education, media, arts and entertainment, religion, family and business.

Christian nationalism is a serious threat to democracy and to the freedoms of religion and religion guaranteed by the Constitution. This overlaps well with the authoritarian worldview of those who support Donald Trump and his dictatorial tendencies. Trump not only provoked the events of January 6 with his big lie that he lost the 2020 election, but he continues to show contempt for democracy, recently declaring his support for Hungarian dictator Viktor Orb’n.

American Atheists, a national organization for which I represent in West Virginia, recently released its 2021 State of Secular States report. This report, which is in its fourth annual edition, “Provides the most comprehensive review ever of statewide laws and policies affecting church-state separation and religious equality in all 50 states, Washington DC and Porto Rico. “ The report can be viewed at States.atheists.org. The fight against Christian nationalism and the accompanying threats to our Republic begins at home and this report explains how this effort is progressing, or not, state by state.

At every turn, Christian nationalism must be challenged, both big and small. When the West Virginia Family Policy Council set up a nursery inside the rotunda of the WV Capitol Building, American atheists and the ACLU in West Virginia responded by setting up exhibits in the same area of ​​the city. rotunda. The American atheist display was a banner that said, “This season, no matter what or why you celebrate, happy holidays from your atheist neighbors” and included the name and logo of American Atheists. The other screen was a Festivus post with signage explaining the vacation and quoting Jerry Stiller, who portrayed the character of Seinfeld who created the vacation.

The United States is and always has been a secular constitutional democratic republic, not a Christian nation. Religious affiliation is not a requirement for citizenship or for public office, and our government does not recognize any official religion. For freedom to truly sound on this earth, this is how it must remain. Especially if you are a Christian, speaking out and speaking out against Christian nationalism has never been more important to you than it is today.

***

Eric Engle is Deputy Director of State at Parkersburg with American Atheists.

The latest news today and more in your inbox

]]>
Gay Adelmann: Two Bills Considered by Ky. House Reject State’s Most Marginalized Students https://www.elmirachristianacademy.com/gay-adelmann-two-bills-considered-by-ky-house-reject-states-most-marginalized-students/ Sun, 09 Jan 2022 19:30:00 +0000 https://www.elmirachristianacademy.com/gay-adelmann-two-bills-considered-by-ky-house-reject-states-most-marginalized-students/

The truth is not always pleasant to hear. Those in a position to do so may simply refuse to participate in uncomfortable conversations. Others may even go so far as to prohibit the teaching of information they consider “divisive” simply because it makes them or others like them uncomfortable.

However, it is a privilege that is not granted to everyone, and especially not to our families in Kentucky whose lived experiences do not match what is currently taught in our public schools. Additionally, schools that refuse to embrace concepts of equity, diversity and inclusion add to the trauma that many students who feel bullied, isolated, and even abused, simply because they are the best of themselves.

Gay Adelmann

And now, a disinformation campaign that promotes the feelings of the privileged few, while rejecting the lived experiences of our most marginalized students, is sweeping the nation. Some lawmakers, who want to push this imbalance of representation in our classrooms even further, have proposed unnecessary and unconstitutional legislation that would completely ban the teaching of exact history in our public schools.

In doing so, they are the ones who are spreading hatred and fear, which they claim their bills would prevent. A quick demographic check of those in favor of this archaic legislation are mostly white, while the majority of stakeholders in JCPS, a predominantly non-white neighborhood, oppose it. Clearly, those who characterize the teaching of concepts related to equity, diversity and inclusion as “divisional” or even “discriminatory” are those who benefit most from rejecting these truths in favor of retention. of the status quo.

Our state’s curriculum, activities, and textbooks are already slanted in a way that predominantly dominates the outlook of white, predominantly heterosexual, and predominantly Christian males. By specifically targeting issues related to race, gender and religion, this bill would curb any effort to encourage critical reflection on the roles these factors may have played in our country’s history and pave the way to make some of the same horrible acts and avoidable mistakes all over again.

For years grassroots organizations, educators, parents / guardians and students have raised the REAL concerns that our lawmakers need to address in our public schools, NOT lean more towards windmills, NOT create witch hunts for pursue our best teachers, and NOT come with more reason to stifle the last breath that our public schools and teachers have left in them.

The bills would ban teachers from teaching (and prevent students from learning!) Exact history and, due to their emergency provision, immediately wreak havoc in districts with diverse populations. These proposed laws are unnecessary, unconstitutional, and would unfairly and unfairly tie the hands of more diverse districts such as Jefferson and Fayette County, and end up wasting more precious time and resources that our students and schools do not have.

The quote from former President Eisenhower, which is inscribed on the wall of the United States Holocaust Memorial Museum in Washington, DC, reminds us:

“I made the visit deliberately, in order to be able to give first-hand evidence of these things, if ever in the future there develops a tendency to attribute these allegations to propaganda.”

The Kentucky General Assembly began this week. The two bills that would suppress the teaching of collective truths from our nation, no matter how well intentioned, should move quickly. We must demand of our legislators STOP HB14 and HB18 before they go any further. Instead, they should SUPPORT HB67 and HB88, which would require teaching the rich and precise history of racism in our country and state, no matter how uncomfortable it makes us, and strengthen the decision-making advice based on the site, not weakening them as SB1. tries to do.

The future of our humanity depends on it.

Gay Adelmann is the co-founder of Dear JCPS and Save Our Schools Kentucky. She has also been a board member of the Kentucky Alliance Against Racist and Political Repression since 2020 and is a 2014 member of the GCIPL.


Source link

]]>
Educators Call for More Funding for Schools Despite Staffing Problems | national news https://www.elmirachristianacademy.com/educators-call-for-more-funding-for-schools-despite-staffing-problems-national-news/ Sun, 09 Jan 2022 06:00:00 +0000 https://www.elmirachristianacademy.com/educators-call-for-more-funding-for-schools-despite-staffing-problems-national-news/

Faced with the need to fill vacant positions in schools, securing adequate school funding and greater flexibility in hiring are two of the priorities that state heads of institutions want the legislature of Iowa is approaching when it begins its 2022 session this week.

School districts in Iowa are struggling to offer employees a competitive salary because additional state aid – which provides per-student funding for K-12 public schools – cannot keep up with the Inflation and as the private sector also competes for workers as it also suffers from shortages. .

On the job board for Iowa Schools, nearly 200 job openings are posted for the Cedar Rapids community school district alone.

“When I look at our state’s account balance – billions – they can afford to fund schools and staff,” Cedar Rapids Superintendent Noreen Bush said. “If we have so many openings right now in the middle of the year, what will March, April and May bring us? We as schools cannot compete with other industries.

Inadequate school funding is forcing schools to downsize, increase class sizes and provide fewer learning opportunities for students, according to school principals in Iowa.

The Iowa Urban Education Network, a group of Iowa’s largest public school districts, is advocating for funding with additional state support set at 5%, with a minimum of 3.75% for students. inflationary costs and competitive salary benefits for staff and a supplement of 1.25% for childcare and labor issues.

Last year, on the other hand, Governor Kim Reynolds signed a legislative compromise to increase additional state aid by 2.4%, which increased general state funding to schools and agencies. education in the region from $ 3.38 billion to approximately $ 3.42 billion in fiscal year 2022.

Enrollment in Iowa schools fell by 6,000 students in the 2020-21 school year amid the coronavirus pandemic. This year, many of those students – some of whom had switched to home schooling – were returning to class, decreasing the amount of spending per student for the 2021-2022 school year.

Republican Jack Whitver, majority leader in the Ankeny Senate, said the state “has continued to increase funding for schools every year.”

Still, funding for schools has not kept up with inflation, said Democrat Zach Wahls, leader of the Coralville Senate Minority Party.

“Iowa has gone from being a national leader (in education) to stagnation and declining rankings, and I think that’s probably exacerbating the workforce crisis,” Wahls said.

Jennifer Konfrst, leader of the Democratic House minority, said that “underfunding schools underfunds children.”

She suggested tapping into the state’s excess money “to put it in schools … and make up for a lot of things that have been abandoned due to underfunding of the past decade.”

Shortage of teachers

Many schools in Iowa have started the process of hiring for the 2022-2023 school year by December 2021 – months earlier than in previous years – to try to “lock in” new teachers, according to the superintendent. by Linn-Mar Shannon Bisgard.

“The recent decade of underfunding of schools is catching up with us,” he said, adding that he had only received one candidate for an open position in special education for the 2021-22 school year. “We are unable to offer competitive salaries to our teachers and fewer and fewer students are continuing their studies.

“Ultimately, if you don’t have enough people, you end up not having the same quality of people,” Bisgard said. “Without quality educators, we have no chance of succeeding in an education system.

Part of the school staff shortage could be alleviated by writing off student loan debt for aspiring teachers, making it easier to transfer their teaching licenses from state to state, and revising the requirements to allow teachers non-traditional to enter the classroom, educators suggested.

“We want to make sure we have high standards for our teachers and also want to make sure they’re realistic,” Bisgard said.

Democratic Senator Claire Celsi, a member of the West Des Moines Senate Education Committee, said schools across the state are suffering from a shortage of teachers, substitute teachers and other staff.

“Schools need flexibility and innovation to hire replacements, bus drivers and other staff and to use non-traditional teachers (with appropriate pedagogy). Our educators and our families are tired and stressed – and that is not lost on me, ”she said.

Vouchers and Choices

Last year, a voucher bill that would allow public money to be used for private schools was not passed by the Iowa legislature.

House Study Bill 243, which would create the private scholarship program, would allow K-12 students attending one of the 34 lowest performing public schools to get a scholarship of around $ 5,200 to attend another school – religious, private, chartered or at home.

Whitver said support for the vouchers “isn’t going to go away” as parents continue to ask for more school choices.

“There are a lot more Iowans committed to giving parents more choice, and a version of the K-12 scholarships is still alive in the House,” he said. “The attention is not going away, the support for this problem is not going away. “

But opponents like Konfrst say the good guys could have a “devastating impact” on rural schools.

“If we give public money to private schools and allow children to leave small towns and go to private schools with public money, then those small schools are going to have to close,” Konfrst said.

Public schools already provide choice for families, said Bush, the superintendent of Cedar Rapids. The Cedar Rapids district, for example, offers educational opportunities at Magnet schools, in person, virtually and at home, and allows for open enrollment.

“We’re already concerned about funding our schools, and (the good guys) are taking funding away from our schools,” Bush said.

Republican Rep. Megan Jones, of Sioux Rapids, said she would open the conversation “beyond the good guys” to find ways to help schools.

“We need to delve into the burdens that limit our schools, our archaic laws and our options for openness, especially for public schools,” she said.


Source link

]]>
New York state high school silences gay student and model https://www.elmirachristianacademy.com/new-york-state-high-school-silences-gay-student-and-model/ Sat, 08 Jan 2022 18:50:45 +0000 https://www.elmirachristianacademy.com/new-york-state-high-school-silences-gay-student-and-model/

By James Finn | SYRACUSE – When 17-year-old Tyler Johnson walked into Tully High School near Syracuse, New York yesterday morning, he felt anxious and unwelcome in the building. He was afraid a conversation he must have had with principal Mike O’Brien, who had just banned him from revealing his homosexuality in a school publication, had forbidden him to share how he had overcome the bullying and depression that had caused him serious mental and physical health problems in his early teens. As Tyler walked through the halls, he heard encouraging words.

“Tully needed you! Cried a child.

Still, Tyler was aware of an undercurrent of disapproval from his conservative upstate New York community, and he was afraid of how the day would turn out.

So a rollercoaster of acceptance / rejection continued that began on Thursday and continued until last night. Tyler’s story is too similar to the stories of LGBTQ youth across the United States. It’s a powerful reminder of the important work that remains to be done and the importance of the heroes.

It all started when Tyler was selected to be honored and then censored

Administrators at Tully High School publish a monthly newsletter; each issue features a “Senior Spotlight” highlighting an exceptional student, who answers a series of interview questions. Tyler was thrilled to have been selected as the main star of January.

In the TikTok video embedded below, you can listen to one of his responses:

So I answered honestly with the biggest challenge I had to overcome: The biggest challenge I faced was growing up gay and coming out. I had to learn to feel good about myself and stay strong despite being bullied and all the negative experiences I had trying to navigate my life.

@_tylerrayjohnson_ so my school is homophobic 😛 #gay #gayteen #highschool #foryoupage #fyp シ #discrimination ♬ original sound – Tyler

Shortly after Tyler submitted his answers, Principal O’Brien took him aside and told him he would have to rewrite. Tyler paraphrases O’Brien like this: “You are such a unique student, such a positive face in our community. We want you to be in the spotlight, but you can’t say you’re gay or that overcoming bullying is your accomplishment.

O’Brien explained that district policy does not allow mention of “sexuality, orientation, religion or illegal drugs” in the Senior Spotlight.

O’Brien was lying, but more on that in a moment.

Tyler declined to rewrite or allow his answer to be omitted, saying he would rather not be honored than have his truths silenced. His mother, Pamela Custer, called O’Brien on the phone to defend her son, but the manager did not change his mind, repeating (lying) that he could not go against official policy of the district.

Community support exploded after Tyler’s video caught fire

Tyler posted his TikTok Thursday night, Friday morning he had over 5,000 views, and his phone exploded with messages of support, including a text from the president of the Tully Board of Education, who told Tyler that she believed what was happening to him was wrong.

Early Friday morning, after a coworker notified me, I emailed Tyler asking for an interview. He responded immediately, saying he appreciated any help he could get, not only for himself but for other LGBTQ students in Tully and elsewhere, many of whom are still locked up, who deserve respect and support.

By the time Tyler and I spoke in the afternoon, he was delighted. He had had another meeting with Principal O’Brien, who told Tyler he was sorry for not feeling welcome, that he supported LGBTQ students, endorsed the GSA (Gender and Sexual Alliance) club that Tyler and other students are training. He said he had arranged a change or exception to district policy and that Tyler’s full answers would be published in a future Senior Spotlight, but not in January, as another student had already taken Tyler’s place.

Then the roller coaster took another plunge

I was ready to write a “hero’s tale” about Tyler, highlighting him as a positive force that educates people (even educators) about the need for LGBTQ equality. Tyler is outgoing, cheerful, articulate and persuasive. Few students would have found the courage and ability to challenge censorship and homophobia the way he did. He is a leader who sets an exceptional example. This is worth a story on its own!

But he and his mom Pam called me last night with more stories, which are less positive and worry Tyler again. He’s nervous about going to school on Monday, and for good reason.

Let me back down.

When Tyler wrote that he had overcome bullying and depression, he wasn’t kidding. Pam gave me the details and Tyler gave me permission to share them. When he was a young teenager living in West Virginia, he struggled to understand his homosexuality. He was closed off to everyone, sometimes even denying himself the truth, but he was still bullied, mocked for presenting himself as less than traditionally masculine.

He became so depressed that he was hospitalized several times, with doctors unsuccessfully seeking physical explanations for the severe and persistent abdominal pain. I asked Tyler if he had ever become suicidal during that time and he said no, not at the level of planning anything, but he thought about it. He thought it would be easier not to exist.

Pam was beside herself. She packed the family and moved to upstate New York to give Tyler a fresh start. It worked. At Tully High in Grade 10, he developed a tight-knit group of friends. He became gay little by little, he found support and he got better. He attributes this to the community of Tully in many ways.

When I ask him if his school supports LGBTQ children, he praises the teachers, other students, and much of the staff. But every time I ask him if he considers his school environment favorable, he hesitates. His voice hangs. He pauses.

I ask him what it is.

He tells me that he is one of the only gay children in school, that he knows that many locked up students are afraid to go out. He knows two trans kids in school and gives them major props for their courage, which his tone of voice tells me is a level of courage beyond ordinary.

He explains that he is lucky to be an extrovert and to have a good group of friends, but he knows he is the exception. I tell him I know what he means as I think about how shy I was in high school and never would have found the courage to go out, let alone be a leader or challenge a member Staff.

I think about how Tyler has to deal with the fact that Principal O’Brien lied to him, that for the rest of his time at Tully High, he will have to wonder what that means.

No district policy prevented O’Brien from printing Tyler’s response

That’s what Tyler and Pam called to tell me last night, and that’s what I mean by roller coaster. They learned from a confidential source that Principal O’Brien had invented the so-called district policy banning references to “sexuality, orientation, religion or illegal drugs” in the Senior Spotlight. (It turns out that religion is very present sometimes anyway.) They say that O’Brien telephoned District Superintendent Robert J. Hughes to ask if he could withdraw Tyler’s response to him. be gay and overcome bullying. The two made up a nonexistent policy, then O’Brien lied to Tyler about its existence.

Knowing this, Tyler says he feels unwelcome in the building again. He also says he is determined to be “the last student this happens to”. He says he’s not trying to make life difficult for O’Brien or Hughes, but says they have to be held accountable for what they’ve done. (What civil rights lawyers are telling me is probably a violation of the New York State Education Act and the Federal Civil Rights Act of Title IX.)

Tyler’s biggest concern is that he doesn’t understand the motivation of the two men. Why did they want his voice to be quiet? Why didn’t they want him to call himself gay? Why didn’t they want him to write about anti-bullying? He assumes that since no real district politics motivated them, they must have something personal against LGBTQ people.

Tully also censors LGBTQ staff

He and his mother Pam tell me they want O’Brien and Hughes to issue a formal public apology as a form of assurance that nothing like this will happen again, and as an encouragement to other LGBTQ students and staff. . Insurance is necessary. Tyler learned this morning that the district forced the Tully Elementary School social worker to remove mention of her husband from the biography he submitted to them, even though many heterosexual teachers and staff mentioned husbands. and women in their biography.

How are LGBTQ students supposed to be role models?

If gay staff are prohibited from saying they have husbands, and if LGBTQ students are prohibited from writing about their identities and struggles, then who are the locked-in and struggling LGBTQ students supposed to admire? If just existing as LGBTQ is too shameful or “controversial” to mention, aren’t students learning terrible lessons?

Gay kids learn they’re inferior, and cis / straight kids learn it’s okay to treat them that way. These are the lessons that O’Brien and Hughes came together to teach, and while it’s wonderful that they changed their minds in Tyler’s case, it seems they only did so because his TikTok exploded and they were afraid of bad publicity.

What do they do when they think no one is watching? What do they do when children who are less assertive and less outgoing than Tyler meet in their desks?

LGBTQ rights are human rights. LGBTQ people are human beings who deserve voices, role models, representation and honesty. Thank you, Tyler Johnson, for your fight to give a voice to the voiceless.

********************

James Finn is a former Air Force Intelligence Analyst, a longtime LGBTQ activist, a Queer Nation and Act Up NY alumnus, a regular columnist for the LA Blade, a contributor to other LGBTQ media and an “agent” but unpublished novelist. . Send questions, comments and story ideas to [email protected]

*************************

The previous article was previously published by Prism & Pen – Amplifying LGBTQ Voices Through Storytelling and is republished with permission.


Source link

]]>
Mangaluru: educational institutions in danger because of communitarianism, according to the Indian Christian Federation https://www.elmirachristianacademy.com/mangaluru-educational-institutions-in-danger-because-of-communitarianism-according-to-the-indian-christian-federation/ Sat, 08 Jan 2022 13:48:57 +0000 https://www.elmirachristianacademy.com/mangaluru-educational-institutions-in-danger-because-of-communitarianism-according-to-the-indian-christian-federation/

Daijiworld Media Network – Mangaluru (MS)

Mangaluru, January 8: Prashant Jathanna, president of the Indian Christian Federation, said education as well as educational institutions in Karnataka are “in danger” due to the growing “community hatred” that has pervaded the system.

In a media statement, Jathanna said: “In recent times there have been differences between students from different communities regarding uniforms. Students are used to incite community hatred.

His comments follow clashes between students from two communities at Aikala and Chikkamagaluru colleges, where students from one community wore saffron shawls in protest against the hijabs worn by students from another community.

Prashant Jathanna

“Some students said they would convert Christian-run educational institutions to Hindu institutions. The district administration is not taking action against these anti-social elements. The Suo moto case should be brought against these people. in place behind such statements by young students must be traced, ”he urged.

Jathanna added, “The district administration and police should seriously consider videos and statements posted on social media calling for the sword-killing of Muslims and Christians. Peace in society must be maintained.

]]>
Cultural renewal, educational reform and the study of history https://www.elmirachristianacademy.com/cultural-renewal-educational-reform-and-the-study-of-history/ Sat, 08 Jan 2022 00:03:24 +0000 https://www.elmirachristianacademy.com/cultural-renewal-educational-reform-and-the-study-of-history/

By Uditha Devapriya
(with Uthpala Wijesuriya)

Most of the accounts of educational reform in British Ceylon focus on the officials and administrators, rather than the people on the ground and the historical forces they have had to contend with. Very little, if any, effort is made to place the reforms in a larger historical context. Books like Education in Colonial Ceylon (1962) by Ranjit Ruberu and Education in Ceylon: A Centenary Volume (1969) by the Department of Education and Cultural Affairs explore these areas, but they remain more the exception than the norm.

Whether academics went beyond a colonizing-centric reading of nineteenth-century Ceylon educational reforms is of course debatable. But the need to go beyond such a frame of reference is quite obvious. Paying attention to official records, we tend to view these reforms through the prism of colonial administrators, whose intentions may not have been as clear as their biographers would have us believe. On the other hand, we also fail to note the socio-cultural forces that shaped these reforms, including nationalist turmoil, religious revival, and progressive forces within the administration itself.

The truth is that, like the society in which they came to prevail, these reforms were riddled with ambiguities and contradictions. So while colonial authorities might reject vernacular teaching in the early 19th century, events such as the rebellion of 1848 made their successors view it less unfavorably.

At the same time, the administration makes a distinction between primary and secondary education, limiting vernacular education to the first. The government made efforts to expand the facilities, but these were in line with the imperatives of confining higher education to a westernized bourgeoisie. As Swarna Jayaweera observed, “British policy has always emphasized quality over quantity in secondary education”.

Perhaps more than anything else, colonial reforms left the country with a set of elite high schools. The Donoughmore Commission noted this when it declared that the island was fortunate “to have a remarkable number” of such institutions.

These schools were run by the state, Christian faith organizations, and other private interests. Many of them had been established between 1835 and 1860, while schools founded by Buddhist, Hindu and Muslim revivalists were established at the turn of the century. It was not until Donoughmore’s time (1931-1947), when ministers exercised more power over their areas of specialization and a radical left entered Parliament, that the facilities for which these institutions had acquired a reputation was extended to the poorest masses.

It is from this perspective that we must assess the contribution of cultural and religious revivalists, progressive pedagogues and historical forces to the educational and curriculum reforms of late 19th British Ceylon. As the evidence clearly shows, these figures and forces played a role in reforming the face of education in colonial society, even though they did not bring about, let alone foster, a radical change within of this company.

Concerned about the country’s finances, the Colebrooke-Cameron Commission recommended the creation of a public school in Colombo, the reform of public schools and the establishment of a Commission to administer education reforms. Created in 1834, the latter body collapsed seven years later due to various disagreements and clashes. This was followed by another commission in 1841, which in turn gave way to a more prosperous institution, the Ministry of Public Instruction, 28 years later.

At that time, the colonial administration of Ceylon was guided by two opposing ideological impulses: utilitarianism and orientalism. On the one hand, colonial administrators favor reforms that are achievable and consistent with the objective of creating a class of Westernized elites. On the other hand, many of them found themselves drawn to the history of the country they ruled. These developments mingled with the tenor of educational reforms and the Buddhist revival of the late 19th century. Their effects were to be felt more fully at the beginning of the 20th century.

Probably the most crucial development at this time was the excavation of Anuradhapura. After centuries of neglect, the restoration of the country’s ancient capital has left a deep impression on the people, evoking memories of a lost civilization and lost grandeur. It awakened nothing less than a desire to reclaim a national heritage.

Rightly, the publication of an archaeological commission of inquiry in 1870 fueled a clamor for more about the country’s past. The history of Ceylon, as it has come to be known, quickly preoccupied officials and elites, leading to the formation of groups like the Ceylon Reform League and provoking much debate among educators.

These debates focused on a rather urgent problem. Since their inception, high schools have exuded a literary bias, with curricula that emphasized the classics to the detriment of other subjects. Long considered a weakness by officials attached to the Ministry of Education, very little has been done to change the situation.

The teaching of history, in particular, limited the child to Europe and India. At the Colombo Academy at the time, for example, the two textbooks in use were John Murray’s Guide to India and John Marshman’s Brief Survey of Ancient History. The situation has remained much the same elsewhere, with the exception of the schools established by the Theosophical Buddhist Society (BTS), where the revivalist goals of the organization have mingled with a personal interest of foreign teachers and directors in the local culture.

Two developments combine to extend the teaching of these subjects to elite schools on the island. First of all, the governors in charge at this stage, in particular William Gregory, were interested in studying the country’s past and in establishing institutions for this purpose. Indeed, people like Gregory have not only earmarked funds for excavating ancient sites, they have also funded the creation of institutions like the Colombo Museum despite the reluctance of their more tax-conservative colleagues. Under Gregory, moreover, the teaching of science and art took priority, although progress remained hopelessly slow.

Second, as Buddhist schools saw their share of teachers devoting themselves to the study of local history, around the turn of the century other schools began to employ such figures as well. The most prominent of these was WG Fraser, Principal of Trinity College for 20 years. Described as “the best colonial ruler of his day,” Fraser oversaw the Sinhalese teaching at Trinity and abandoned materials imported from England.

Less well known than Fraser, but no less important, was Charles Hartley. A master of letters and languages ​​having taught in a number of English public schools, Hartley was Principal of the Academy of Colombo, now renamed Royal College, for 16 years. During his tenure he oversaw several reforms, including starting Sinhala and Tamil lessons on Saturday mornings at “a rate of Rs. 2 per month.” Anne Blackburn notes that the school employed Hikkaduwe’s brother Sri Sumangala Thera as the first Sinhala teacher.

Hartley’s experiments were crowned with success, and in 1908 “vernacular education was instituted in the timetable of lower forms.” Despite his classical training, he also took an interest in science education, starting physics classes for students at the Technical College in 1907. In the same year, he introduced the history of Ceylon “to the three higher forms” .

Such reforms continued to influence students even after Hartley’s tenure ended. In 1913, at the College, for example, two prizes were awarded for the history of Ceylon, testifying to a growing enthusiasm for the subject. While oriental studies had been neglected at the beginning of the 19th century, at the beginning of the 20th century, these subjects were taught with great interest. More aptly, towards the end of the 1920s, the results of the Cambridge exam began to record impressive improvements in history.

Noting these achievements, in 1930 a group of students and teachers spoke and presented a proposal to the director which led to the creation of a historic association. For its inaugural meeting, the Association invited GC Mendis to speak on “The study of history with particular reference to Ceylon”, highlighting the interest in local history which had led to the founding of the company. As might be expected, other public schools followed suit: S. Thomas’ College, for example, formed such an association in March 1936.

These years and decades have seen the publication of a number of history books. They included Ceylan and the Portuguese (1913) by Paul E. Pieris and The Kingdom of Jaffnapatam (1920), A Short History of Ceylon (1929) by HW Codrington), History of Ceylan by LE Blaze (1933) and The Early History of Ceylon by GC Mendis. (1940). Needless to say, they had a profound influence on the local curriculum, even in elite high schools.

To say that is not to overestimate these works. For the most part, early historians favored a chronology that divided the past into a series of dynastic periods. It was much later, in the 1960s, that a new generation of historians departed from these frameworks to immerse themselves in the material basis of society. In its own way, however, is a testament to the influence of early historians that our schools still adopt their chronology, with the curriculum focusing on ruling dynasties and clans. Whatever the limits of such an approach, it is clear that it has entered the classroom today, as it did in their time.

These developments were the product of political, cultural and social forces that came together in colonial society at the end of the 19th century. While the work of civil servants and colonial commissioners, who had their own motivations in the field of educational reform, has been noted and cannot be denied, the work of other individuals, including educators and revivalists , is more important than what they are. credited for.

What should be noted in conclusion is that the reforms overseen by these individuals reflected the ideological impulses of British colonialism. As long as they did not contradict the broader objectives of the colonial project, these reforms generally won official support, reluctantly although it was often granted. This is not as surprising as it sounds: not even in the 1930s, on the eve of the Donoughmore reforms, the most ardent revivalist imagined a Ceylon emerging from the British orbit. It was she, for the most part, who guided educational reforms, within the framework and limits of a plantation colony in Asia.

(Uditha Devapriya is an international relations scholar and columnist, who can be reached at [email protected] Uthpala Wijesuriya is a student and past president of the Royal College History Club, which can be reached at [email protected])


Source link

]]>