Reason to exist as Catholic school

The Purpose of a Catholic School is to be a Catholic School. Any institution which bears the name Catholic and participates in this mission must find its own specific mission under its maternal shadow. The Catholic school must be of, with and for the church because her purpose, identity and mission proceed from the Communion of the Church. In words of Congregation for Catholic school, the church clearly indicates that the establishment of catholic school is for the mission of the church. It asserts that “To carry out her saving mission, the Church uses, above all, the means which Jesus Christ has given her. She also uses other means which at different times and in different cultures have proved effective in achieving and, promoting the development of the human person. She establishes her own schools because she considers them as a privileged means of promoting the formation of the whole man, since the school is a centre in which a specific concept of the world, of man, and of history is developed and conveyed”.

The Sacred congregation for Catholic School emphasizes catholic school to present itself catholic and states clearly that for this reason only that catholic school has the right to exist. It states the following:

“While acknowledging this duty of the local Churches, the Sacred Congregation believes that now is the opportune moment to offer its own contribution by re-emphasising clearly the educational value of the Catholic school. It is in this value that the Catholic school’s fundamental reason for existing and the basis of its genuine apostolate is to be found. “

In line with the above, the great Western Bishop Augustine states “Catholic schools are an extension of the Catholic Church, a cell of the Body of Christ”. Since the church has its mission in evangelization, She establishes her own schools because she considers them as a privileged means of promoting the formation of the whole man, since the school is a centre in which a specific concept of the world, of man, and of history is developed and conveyed. 

In support of the above view, Deacon Keith Fournier, a Deacon of the Diocese of Richmond, Virginia asserted that “The Catholic School derives its’ very reason for existence, its’ identity, by living in the Heart of the Church. It finds its missionary assignment only when it sees its placement within the Ark of the Church. Thus, like the Church of which she is an extension, the Catholic school shares in the mission of Jesus Christ”.

To conclude the catholic school does not exist for itself. It owns its existence on the mission of the church that is to evangelize. The existence of catholic is therefore is to inform and educate the whole student, who is an integrated human person, in the teaching, “the mind” of the Catholic Church, thus preparing men and women with a profoundly Catholic Vision of life. Catholic school therefore finds its true justification in the mission of the Church. This justification finds its meaning on an educational philosophy in which faith, culture and life are brought into harmony. Through it, the catholic school evangelizes, educates, and contributes to the formation of a healthy and morally sound life-style among its students. Only by doing this will the Catholic school fulfill its vital mission and has the right to pursue its existence.

Catholic school mission

As mentioned above, Catholic school attaches its meaning to mission of the church. The church herself is clear of her mission for She always and seriously reflects on it. In the Catholic school (1977), she states the Church is constantly deepening her awareness of herself and meditating on the mystery of her being and mission. Thus she is ever rediscovering her living relationship with Christ “in order to discover greater light, energy, and joy in fulfilling her mission and determining the best way to ensure that her relationship with humanity is closer and more efficacious” – that humanity of which she is a part and yet so undeniably distinct. Her destiny is to serve humanity until it reaches its fullness in Christ. Evangelisation is, therefore, the mission of the Church; that is she must proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God.

In light of the above catholic school as part of the church can not do otherwise, but to evangelize, that is it must proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God. 

The church herself realizes that to find Her light and strength she needs to constantly renew Her living relationship with Christ. Moved by the same Spirit, Catholic school must always deepen its awareness and meditates on the mystery of its being and mission so that it is ever rediscovering its living relationship with Christ. As a result Catholic school will be able to discover greater light, energy, and joy in fulfilling its mission and determining the best way to ensure that its educational mission with the young will be more efficacious and more fruitful until it reaches its fullness in Christ.

In the words of the Congregation for Catholic education, the church further shed light to catholic school of its commitment. It asserts:

“The Catholic school is committed thus to the development of the whole man, since in Christ, the Perfect Man, all human values find their fulfillment and unity. Herein lies the specifically Catholic character of the school. Its duty to cultivate human values in their own legitimate right in accordance with its particular mission to serve all men has its origin in the figure of Christ. He is the One Who ennobles man, gives meaning to human life, and is the Model which the Catholic school offers to its pupils.”

The document continues to insist that Catholic school should transition itself from an institution to a community. This community dimension is primarily built on theological concept rather than a sociological category. Catholic school therefore should reflect its mission entrusted to it by the Lord, the Church gradually develops its pastoral instruments so that they may become ever more effective in proclaiming the Gospel and promoting total human formation. The Catholic school is one of these pastoral instruments; its specific pastoral service consists in mediating between faith and culture: being faithful to the newness of the Gospel while at the same time respecting the autonomy and the methods proper to human knowledge.

The document further ascertains that the Catholic school finds its true justification in the mission of the Church; it is based on an educational philosophy in which faith, culture and life are brought into harmony. Through it, the local Church evangelizes, educates, and contributes to the formation of a healthy and morally sound life-style among its members. The Holy Father affirms that “the need for the Catholic school becomes evidently clear when we consider what it contributes to the development of the mission of the People of God, to the dialogue between Church and the human community, to the safeguarding of freedom of conscience …”. Above all, according to the Holy Father, the Catholic school helps in achieving a double objective: “of its nature it guides men and women to human and Christian perfection, and at the same time helps them to become mature in their faith. For those who believe in Christ, these are two facets of a single reality”

Thus the catholic school needs to deepen its understanding on the mission of the church. Realizing the importance of its mission will provide a clear and distinct picture of what catholic school should be like and run itself in such a way that its service will be directed to the right path in enhancing its students in line with the mission of the church.

Examination of Catholic School Mission: A Synthesis of Faith, Culture, and Life

In order to respond to the new challenges faithfully and truthfully, Catholic school needs to examine its distinguishing characteristic of a Catholic school. Moreover the Church also invites Catholic school to reflect whether or not the words of the Council have become a reality.  The Church describes it this way: “The Catholic school pursues cultural goals and the natural development of youth to the same degree as any other school. What makes the Catholic school distinctive is its attempt to generate a community climate in the school that is permeated by the Gospel spirit of freedom and love. It tries to guide the adolescents in such a way that personality development goes hand in hand with the development of the “new creature” that each one has become through baptism. It tries to relate all of human culture to the good news of salvation so that the light of faith will illumine everything that the students will gradually come to learn about the world, about life, and about the human person”  (the Religious Dimension of Education in Catholic School).

In Declaration on Christian Education, the document asserts that “Christ is the foundation of the whole educational enterprise in a Catholic school. His revelation gives new meaning to life and helps man to direct his thought, action and will according to the Gospel, making the beatitudes his norm of life. The fact that in their own individual ways all members of the school community share this Christian vision, makes the school “Catholic”; principles of the Gospel in this manner become the educational norms since the school then has them as its internal motivation and final goal.” This vision is to form pupils into development of the whole man, in Christ, the Perfect Man. In Him all human values find their fulfilment and unity.

Meaning to say the core of Catholic school mission is on Christ and in Him it finds its manifestation in the principles of the Gospel. Catholic school must therefore be aware of this and devotes itself to cultivate human values in their own legitimate right in accordance with its particular mission to serve all pupils and its origin in the figure of Christ. In so doing only Catholic school can claim its achievement and on these educational norms only catholic school can qualify itself.

In the light of this vision, the Church suggests a means to form Her children in school. She considers culture as a means of communication to do so. She states “the Catholic school has as its aim the critical communication of human culture and the total formation of the individual, it works towards this goal guided by its Christian vision of reality “through which our cultural heritage acquires its special place in the total vocational life of man””

The church further suggests that Catholic school becomes aware of the existing relationship between faith and human culture in them and help them grow beyond this limited human reality. In GAUDIUM ET SPES, it stresses:  “Human culture remains human, and must be taught with scientific objectivity. But the lessons of the teacher and the reception of those students who are believers will not divorce faith from this culture. This would be a major spiritual loss. The world of human culture and the world of religion are not like two parallel lines that never meet; points of contact are established within the human person. ……….Everyone should work together, each one developing his or her own subject area with professional competence, but sensitive to those opportunities in which they can help students to see beyond the limited horizon of human reality.”

The church clearly sees where the achievement of Catholic education lies in. She considers the achievement of the aim of catholic school not so much in the method of teaching or the subject matters but in the person of teacher who must be able to integrate culture and faith together. In the same document, it states “To achieve this specific aim of the Catholic school depends not so much on subject matter or methodology as on the people who work there. The extent to which the Christian message is transmitted through education depends to a very great extent on the teachers. The integration of culture and faith is mediated by the other integration of faith and life in the person of the teacher. The nobility of the task to which teachers are called demands that, in imitation of Christ, the only Teacher, they reveal the Christian message not only by word but also by every gesture of their behaviour. This is what makes the difference between a school whose education is permeated by the Christian spirit and one in which religion is only regarded as an academic subject like any other.”

Here too, in the communication of culture, teachers have a special role to play. They are the authors of, and the sharers in, the more lay aspects of culture; their mission, then, is to help the students come to understand, from a lay point of view, the global character that is proper to culture, the synthesis which will join together the lay and the religious aspects of culture, and the personal contribution which those in the lay state can be expected to make to culture. 

Moreover the church considers teachers to be in an excellent position to guide pupil to a deepening of his faith and to enrich and enlighten his human knowledge with the data of the faith. The church suggests that teachers need to find occasions in teaching when pupils can be stimulated by insights of faith. They can use academic subjects to form pupils towards the development of a mature Christian and a total commitment to Christ. Furthermore teachers should also be concerned with the educational context when they apply their methods of teaching. In support of this aspect the church states:

“The communication of culture in an educational context involves a methodology, whose principles and techniques are collected together into a consistent pedagogy. A variety of pedagogical theories exist; the choice of the Catholic educator, based on a Christian concept of the human person, should be the practice of a pedagogy which gives special emphasis to direct and personal contact with the students. If the teacher undertakes this contact with the conviction that students are already in possession of fundamentally positive values, the relationship will allow for an openness and a dialogue which will facilitate an understanding of the witness to faith that is revealed through the behaviour of the teacher.” 

From this it is clear that Catholic school has to review its entire programme of formation, both its content and the methods used, in the light of that vision of the reality from which it draws its inspiration and on which it depends.  It means that all subjects and all activities in a Catholic School should be conducted and taught in consideration with culture of the pupils under the same aim that Christ is the center of their lives and in Him they find fulfillment of their lives. The achievement of this aim is mostly laid upon the endeavour of teachers, their endeavour to interweave faith and culture which has become the heart of individual subjects, makes for unity, articulation and coordination, bringing forth within what is learnt in school a Christian vision of the world, of life, of culture and of history.

Conclusion

The attempt of this paper was to present to catholic Educators in Thailand a framework on which they can base their response to the new challenges such as the crisis of values assumes the forms, often exalted by the media, of subjectivism, moral relativism and nihilism, the extreme pluralism pervading contemporary society leads to behaviour patterns which are at times so opposed to one another as to undermine any idea of community identity, and the rapid structural changes, profound technical innovations and the globalization of the economy affect human life more and more throughout the world (The Catholic School on the Threshold of Third millennium).

To function as an effectively Catholic educational institute, Catholic school can not but realize itself as Catholic. The understanding on Catholic school concept will come as an accident. It needs to be in continual reflection on its mission as part of the church which is to evangelize.

Deepening itself in the true knowledge of its mission catholic school will ultimately crystallize its idea of what Catholic school is like in the light of church’s teaching. As a result, a framework on which new content, new capabilities and new educational models can be drawn to face the new challenges. This framework focuses on the importance of synthesis of Faith culture and Life that means to integrate all the different aspects of human knowledge and growth of the virtues characteristic of the Christian through the subjects taught, in the light of the Gospel.

The achievement of this aim is mostly laid upon the endeavour of teacher, their endeavour to interweave faith and culture which has become the heart of individual subjects, makes for unity, articulation and coordination, bringing forth within what is learnt in school a Christian vision of the world, of life, of culture and of history. Teacher also has to lead the pupil on to a personal integration of faith and life through the relationship that will allow for an openness and a dialogue which will facilitate an understanding of the witness to faith that is revealed through the behaviour of the teacher.” 

From this writing the following points are proposed:

1.      Catholic schools in Thailand should not be clouded only with the vision of how to respond relevantly to the new challenges but also how to preserve their identity as catholic school.

2.      Catholic school should give due importance to the formation of its teachers and also provide them with adequate knowledge and practice.

3.      Establishment of Advanced Learning for Catholic Educators should be considered urgent and necessary.

REFERENCES

Congregation for Catholic Education, The Catholic School, 1977.

Congregation for Catholic Education, Lay Catholics in Schools: Witnesses to Faith, 1982.

Congregation for Catholic Education, The Religious Dimension of Education in a Catholic School, 1988. Pope John Paul II, At the Beginning of the Third Millennium, 2001. Pope John Paul II, The Church in America, 1999.

Congregation for Catholic Education, The Catholic School on the Threshold of the Third Millennium, 1997.

Nicholas Phiranant Numkanisorn

Always File
A lot of college students do not work full time, or at all, while in school and therefore are not technically required to file a tax return. However, it is smart to always file a return, regardless of your income, as it is better to be safe then sorry and you might even qualify for a refund. 

Get Help
Getting help on your taxes is nothing to be ashamed of. The IRS website has answers to hundreds of questions, and has special sections to help taxpayers filing a return for the first time.  Also, you may want to hire a tax professional or accountant if you do not think you can prepare your return on your own. 

Tax Credits
The government has dozens of tax credits designed to help college students; you just have to find them. By going to the IRS website, you can easily find a list of credits available to students as wells as the information that you will need to find out if you are eligible or not. 

Check the Numbers
No matter what strategy you use to file your taxes, be sure to check all the numbers before you send it in. You would be surprised at how many people send in tax returns with an incorrect social security number or address.

Start Early
Waiting until the last minute to file is not always the best idea for a student. If you want to take full advantage of available deductions then you should prepare your return early. This way you will have ample time to sort out any problems or incorrect data. The IRS has representatives available to help you, but they can be a little bit harder to get a hold of towards the end of tax season.

Beware of the EZ Route
Filing a 1040EZ may be “easy”, but it can also get you into trouble if it is not the right form for you. Before filing a 1040EZ you should check to see if your parent claims you as a dependent, as you cannot use this form if another taxpayer claims you as a dependent.

Loan Deductions
If you received any student loans in the past year then make sure to look into student loan interest deductions. Instructions on how to deduct these expenses as well as whether you qualify can be found on IRS Form 1040 as well as IRS.gov.

Make a Copy
After all is said and done, checked and double-checked, make a copy of all your documents and forms before sending them in. Although highly unlikely, if the government does not receive all of your information or claims you did not send it then you will be glad you kept an extra copy. Additionally, you can also use your completed return as a guide for next year!

Roni Deutch

Now days Paramedic job is in demanding and rewarding. The nature of this job is a challenging and difficult application process, but this kind of works is too much different than any other type of works.

We often find that most of people turn to the paramedic recruitment day unprepared and worried about what is going to happen and what to do to become a paramedic? What are career guide for this type of job? People with lack of confidence and assessment team pick up n this form the moment; they walk in the door and for many people its downhill from this career.

There is a selection procedure that you should follow to pass with good marks. Proper guidance makes you easy to score well. Following career guidelines will be helpful for you:

[1] For becoming a paramedic, you must be registered with the health professions council [HPC].

[2] It is compulsory to register your application. And for that you will need to complete an approval qualification and period of clinical training with an ambulance service.

[3] Health Professional Council – has hold details of approval training provider. It has mentioned tow routes leading to get register as a paramedic;

Higher Education [direct entry route]:

There are many universities are offering higher education approved by HPC and necessary course of paramedic leading to a foundation degree, diploma of higher education or degree in paramedic science.

Entry requirements will defer depending on the qualification you would like to achieve, but will often include; Five GCSES, English, Mathematics and Science, Natural Science and Life Science. You have to choose exact details because these options depends on universities contain. Sometimes relevant access to Higher Education Qualification may be accepted.

Traditional Work- based route:

Traditional work – based route occupies to join the ambulance services as an ambulance care assistant; it may allow entry at technician level. If you have an experience and promotion to ambulance technician, you may be able to apply through open competition for a place on paramedic training which leas to the Institute of health Care Development Qualification.

General guidelines for requirement to become a paramedic:

As you want to become a paramedic; you will need to meet some basic conditions which will se by the ambulance services. Any kind of route chosen by you needs u to fulfill following requirements:

You should be complete 18 years of your age [21 in some other services]

You should be obtained good general standard of education.

You should be able to pass series o recruitment tests.

You should be physically capable for having medical tests.

You should have a full manual driving license for at least of one year. If you have passed your driving test after 1996, then you will need an extra driving qualification which is known as (1 and D1). This license allows you to drive passengers carrying; medium sized vehicles more than 3.5 tones. Some ambulance services may carry you through this extra driving qualification, though; this is not standard put into practice. All ambulance services carry out a CRB police check.

These are the few career guidelines to become a paramedic.

Nick Redding

For individuals who suffer from attention deficit (hyperactivity) disorder, prescription medications such as Adderall, Concerta, and Ritalin enable them to effectively carry out their everyday tasks.  Without such medications, sufferers of ADD and ADHD may find it extremely difficult to focus, register information, and meet the daily demands of society.  However, as BBC news noted in a September 23rd article, doctors are quick to prescribe such drugs without full behavioral assessments and other psychological treatment plans.  It can be easy to prescribe a kid a pill for their lack of concentration, but doing so may be a band-aid treatment for issues that can be remedied by improved parenting skills.

The readiness of doctors to prescribe such medications to children, teenagers, and adults alike has perhaps contributed to a phenomenon seen on college campuses: many college students are taking Adderall as a study aid, even if they do not have any form of ADD or ADHD.  Our society encourages caffeinated remedies such as Red Bull, Starbucks cards, and “Running on Dunkin’ [Donuts coffee]” to increase work performance.  We are constantly bombarded with messages telling us that we need some form of stimulant to truly be productive. But for some stress-laden kids trying to make the grade, they may feel that even guzzling a latte is “not enough” of a remedy for lack of energy.

Adderall, whose effects resemble those of speed or crystal meth, forces users (and abusers) to stay awake and remain focused while studying.  However, it also leads to extreme jitteriness, a rapid increase in heart rate, restlessness, mood swings, and a loss of appetite.  Abusing Adderall can lead to rapid weight loss, a weakened immune system, and dependency.  But in environments where a lengthy To Do list or high GPA are badges of honor, taking Adderall without a prescription is alluring for some people.  According to IMS health, sales for Adderall XR have more than doubled from 4.2 million in 2002 to 9.5 million in 2007; many of these prescribed individuals are giving or selling pills to classmates and friends.  Such transactions are, in essence, no different than the dealing or purchasing of illegal drugs like marijuana and cocaine.

The pill-and-library college cultural trend is treated casually by some students, but is no trivial matter.  Adderall, according to WebMD, is an amphetamine class II controlled drug.  Side effects like cotton-mouth and irritability are not very appealing, nor are sleeplessness, an irregular heartbeat, addiction and potential withdrawal symptoms.  A high GPA is by no means a worthwhile tradeoff.

There are various ways to effectively manage time and study without putting any foreign substance into your body.  And while caffeine isn’t necessarily a stellar remedy for lack of focus, a single cup of coffee is said to increase alertness without harmful side effects.  If a good night’s sleep followed by a morning cup of java is not cutting it, seek professional advice.  Students must seek psychological counseling if they find they cannot meet the demands of their university environment, if they are having trouble in social or academic situations, or if they are relying on drugs to stay afloat in school.  College campuses have on-site staffers and focus groups to guide students through stressful situations.

Casey Leblang

masterworkschoolhttp://gdata.youtube.com/feeds/api/users/masterworkschoolPeopleArtist’s, Guide, to, CollegeArtist’s Guide to College

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Take a journey through the magical world of MARY POPPINS — the Hit Broadway Musical! Gavin Creel, who played “Bert” in MARY POPPINS in London’s West End, takes you behind the scenes in this 10-part series to see how the show was created, what it takes to make the show happen every night on stage, and how the magic of MARY POPPINS lives on after each night’s final bow.

In the sixth video of the MARY POPPINS Classroom Education Series, we see how the choreography of Matthew Bourne and Stephen Mear includes a plethora of dance styles including tap, musical theatre, jazz, and ballet. The dance and movement of the show not only entertain audiences, but also contribute to the story and character development

For a study guide, visit http://www.marypoppins.com/studyguide

Connect with us on Facebook at http://www.facebook.com/marypoppins

Follow us on Twitter at http://www.Twitter.com/poppinsmusical

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“ALS is expected to provide solutions in areas of conflict, critical thinking, in indigenous people communities and in areas where literacy is most wanting and where literacy is needed.”

Hon. Jesli Lapus, Secretary of Department of Educatin

The government’s vision for non-formal education is revitalized and epitomized through an Executive Order No. 358 S. 2004, rnaming and reinventing of the Bureau of Nonformal Education to Bureau of Alternative Learning System (BALS) whose vision is to view the Philippines as a nation where all the citizens, especially the marginalized individual or group of learners who could not equitably gain access to formal education because of unwanted conditions, be given equal access to quality education by taking an alternative learning system that will enable them to become productive workforce and members of the land. As its mandates, ALS is propelled by its functions to:

1. Address the learning needs of the marginalized groups of the population including the deprived , depressed, and underserved citizens;
2. Coordinate with various agencies for skills development to enhance and ensure continuing employability, efficiency, productivity, and competitiveness in the labor market;
3. Ensure the expansion of access to educational opportunities for citizens of different interests, capabilities demographic characteristics and socio-economic origins and status; and
4. Promote certification and accreditation of alternative learning programs both formal and informal in nature of basic education.

This mini case study focuses on the role of the ALS programs catered by the Lopez East District ALS coordinator and its local instructional managers to address the present needs and to delineate briefly their clienteles’ way of life in the settlement or community in Brgy. Villa Espina, Lopez, Quezon. The Aetas in Lopez, Quezon can not be overlooked for they are already adapting to the changes in their surrounding. Furthermore, being members of the disadvantage group of people, giving them the opportunity to equal access to education is a priority concern of the government being carried over by its local counterpart.

While some nongovernmental organizations also take part in aiding educational facilities and health and sanitation service, this mini-case study highlighted only the application of ALS in the promotion of literacy among the Aetas of Lopez, Quezon, describing the attitude or responses of the clienteles in Aeta community toward the realization of educational efforts starting February 2008 to the present.

This case study includes the initiatives and actions of the ALS coordinator and her instructional managers’ common experience with their clienteles and the attitude or behavior of the Aeta clienteles toward its programs. It also includes ethnographic account of how the usual ALS class goes on. The student-researchers were able to validate such remarks and notes in direct observations and interview they conducted at the Aeta clienteles and its immediate community.

Majority of the data used in this report were drawn from interview and observations from the school site and reports of the Lopez East District Alternative Learning System Office. On the other hand, this mini-case study had also limitations. The researchers initially recommend that another follow or related study on the subjects be conducted concerning on the cultural impact of this learning in an alternative way.

ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT AND THE AETA CLIENTELES IN BRGY. VILLA ESPINA

The Alternative Learning System Coordinator of Lopez East District who is in-charged of delivering the programs of BALS to the Aeta community is Mrs. Angelina J. Oblina. On her team are two Instructional Managers (IM) and an Aeta coordinator. The two instructional managers are the key teachers and implementers who directly get involved and supervised and promote ALS program to the Aeta Community. Mrs. Mabel A. Oblina and Wilma Capistrano are the IMs, who are paid by the local government with a monthly honorarium of P 4, 500.00 pesos each. The Aeta coordinator is Andy Villa Franco, local villager who maintains direct contact to the Aeta community clienteles in the absence of the IMs or the ALS coordinator.

From non-formal to ALS, it formally opened last February 2008. Through local ALS Coordinator’s initiatives of hiring local funded instructional managers and her unquestionably commitment to its program implementation, ALS instruction to the Aeta community begun. Since its target clienteles are the Aeta community, encouragement and recruitment to this displaced minority was the biggest toll at the onset.

Formerly, on her report, Mrs. Oblina was able to delineate some of its beginning noting the following points.

Tribal groups, specifically Aetas are the deprived, depressed and undeserved population. Their settlement can be found in a far-flung area. Uncivilized and illiterate, only few attended formal schooling because they do not understand the benefit that education could give to a person. On September 1, 1994, Non-Formal Education (NFE) brought the school for the Aetas, through “Magbasa Kita Project” a basic literacy program of the department. I was assigned to handle the class or community of Aeta as “para-teacher” at the same time “ate” not ma’am or teacher by the Aetas. Back then, I introduced the phono-syllabic lessons. The school was made up of nipa that existed in Villa Espina. The enrollees of these classes are of no age limit.

Dealing with Aetas as one of the NFE/ALS clienteles is not an easy task for me. So, I mobilized our local system. It is indeed very challenging on our part. We had a hard time encouraging and motivating them so that they will come to school. Convincing them to come to school even included drinking liquor with them. Furthermore, we use variety of ways and approaches to be able to win their interest. The school set-up lasted for some years yet their ways of living have not changed despite all the efforts exerted by their other mentors. Some still carried the old practices and do not even own a house where they can live permanently and comfortably.

Construction of two-room building sponsored by the ABS-CBN “Tree of Hope Program” built last year (2007) became one of the motivating factors that led the Aetas to take ALS program. ALS program formally started from February to April 2008. Fortunately, out of more or less 50 households, Fifty-four Aetas were its first batch of students. The group was divided into two separate classes. The first group consisted of young Aetas for 6 to 13 years old under the tutelage of Mrs. Wilma A. Oblina. This group is at the beginning level of instructional. The other class, under Mrs. Wilma Capistrano comprised of the teenagers to adult consisting of 13 years old to as old as forty-four. This group could be considered as emergent learners progressing from the very basic level. During this grace period, meetings were done three times a week. Instruction during those times focused mainly to basic literacy focus, which is more on reading of the alphabet (phono-syllabic lessons), writing (specifically writing their names) and clienteles’ adjustment to alternative schooling.

Alternative Learning System programs continued starting this beginning school year, June 2008. There was an increased enrolment. From fifty-four (54) Aetas who enrolled last February, it escalated to seventy-four (74) this June. Out of this 74, majority of which is female, 65% and male, 35%. Ten of which are parents and mostly are young ones. “However, maintaining 100% attendance is the biggest problem,” the instructional managers noted. On the average, 50-60 % of the total enrolment comes to school regularly. Consequently, the food for school program requested by the ALS District Coordinator which the Local Government Unit (LGU) addressed the problem of abseeteism among the Aetas. However sustaining the program is another concern. Meetings this time are from Monday to Friday not unlike the previous one, which is only three times.

The coordinator and instructional managers would recount that the usual or typical day would go like this…

The Aeta-clienteles would come to school in the morning. Not all students would come early. Others were still be coming from Brgy. Pisipis and other neighboring barangays. Some wore uniform others in their ragged cloths. A flag ceremony used to be held at the start of the week. Then, the Aetas did housekeeping and other pre-routinary activities. Basic alphabet to word reading, writing, and arithmetic activities were provided for three hours. We would read aloud the alphabet, minimal pair words, read short passages, and ask them to read aloud and write. Most of them get bored easily for they had different types of learning. Most of them had usually short span of attention so we had quick breaks from time to time.

Preparing the meal of the day was the most important for them. Since some of them had not taken breakfast or suffer the day before. After the early morning routinary activities, we would be preparing the meal of the day where everybody will be part. Food is the best reward and encouragement we could offer them. Because of food nourishment, they come to school. There was even an incident that Aeta would come very late to school just in time for lunch. After a while or a siesta, Afternoon session would be allotted to free and varied activities. Film viewing occupied the most times, because of the Television set and educational package, we have recently received from a donation all the way from Hawaii. Televiewing became a part of the afternoon session. When the day was over, we teachers could not help but be challenged different adjustments met so as our Aeta clienteles.

We find teaching and learning with them demanding yet very stimulating because of some reasons:

· Some unsanitary practices of some of the Aeta clienteles are lessened. We introduced teaching of basic sanitary hygiene. However, for customary reason few would not heed our advice for it already became their system since they were born. Consequently, we got use to some of their unsanitary practices but we always address them as much as possible teaching the parent clienteles the right ways though most of them do not care much to their children for customary reason.

· Abseetism is also common problem since the approach is new for them at the start. Looking at them from a day-to-day perspective, most of them skip school because some work in farms by harvesting young anahaw leaves or working with their specific “Amos”, and for very apparent reason, if there are times that we don’t have food or meal of the day to offer them, we would rather have an empty room than to have clienteles with empty stomachs.

· Aetas clienteles interact with the ALS program differently. Students learning style and mental capacity vary different from one another. Some learn smoothly. Others need constant review. At the beginning level, it is common to see Aeta-clienteles to misspell their names what is even the worse is that they sometimes forget their surname or they change their names.

· Few of their practices are still prevalent but mostly are dead or forgotten. One Aeta client even shares that they could no longer remember any tribal rites taught to them by the elders. Still, some of them wander and work from the community to nearby barangays. They don’t permanently stay in one place, except of course for those who have learned to fit in to the local villagers. What is quite pressing for us in relation to their ways is that an early marriage is common thing. An Aeta could already find and live with his/her partner at the age of 12. In addition, they could easily switch or change partner as the pair pleases. Another noticeable activity they often engage with is drinking. Moreover, in certain occasion, a villager could get along with most of the Aeta over bottles of liquor or any alcoholic drink and if Aetas drink alcohol, it ends to a drinking spree. This manner somehow affects their attitude to learning. An adult Aeta clientele could compromise going to school just to a bottle of liquor.

Battling these all sort of things every day, we as their teachers or “Ate” as they call us, could freely tell that we influence their lives toward the basic literacy and even more. Most of them have already accustomed to the ways of the civilized people. Emerging clienteles whom we have been teaching hard can already read and write basic Filipino words, can calculate numbers so that they well not be cheated by their “Amos” for their fair share of farm works, can practices basic sanitary hygiene from brushing of teeth to basic housekeeping, and for some who have fitted in to the latest technology can send short messaging service (SMS) via cellphone. The Aetas in Brgy. Villa Espina are becoming like civilized people because of us, other local villager’s intervention, and the influences of the latest technology-stricken world.

With the programs being offered by the District, seeing ALS greater impact for the future of the Aeta community, has a long way to go, of which the District Coordinator and the researchers unanimously agreed upon adding that a lot of concerns or priorities still must and should be acted promptly.

OTHER CONCERNS

“Education to be meaningful must be rooted in the community life and experience of the people; because learning takes place in this context as well as in the way they understand the stages of their cycle.”

BALS framework

To ensure the expansion of access of educational opportunities and capability building, the BALS national office has been training its ALS district coordinators starting the opening year. One seminar on ALS Trends & Updates for Full Time District ALS Coordinators impacted much the approaches of Mrs. Oblina and her team of local counterparts. Myriad of realization was absorbed by contemplating and living up with the BALS framework. It does require change from their usual approaches.

Meanwhile, on a division level training, the local ALS people and some of the Aeta representatives attended just recently this month (August 2008). They were exposed to training framework for the Indigenous People (IP) and Indigenous People Core Curriculum (IPCC). With the help, expertise of local indigenous people and in coordination with the National Commission on Indigenous People (NCIP) Summer Institutes of Linguistic (SIL) and other IP concerned agencies: the Bureau was able to develop an Indigenous Peoples (IP) Core Curriculum. The competencies identified by the ALS curriculum are now realized through a modular system of education that will guide the coordinator, Instructional Managers and the Aeta clienteles to mode and education the clienteles will receive.

Citing this remarkable interventions or realization, the following concerns and points are noted by experts for the culturally sensitive and integrative delivery of instruction to the IP, specifically the Aeta clienteles:

1. 1. The development process not only ensured a culture-sensitive core curriculum but also maximized local participation in all aspects of decision making and actions relevant to the finalization of the IP Core Curriculum.

1. 1. Expert on IPCC remarked that without necessarily emphasizing an overkill tone, the highly western-entrenched current educational system has contributed to the further marginalization and exploitation of IPs. The said system has been producing graduates who are trained to become employees and not as entrepreneurs who can become employers.

1. 1. The Right-Based Approach (RBA) to education verbalizes these facts. Its strengths sustainable development and the exercise of self-determination in as much as education is supposed to be an “enabling” (for recognition and empowerment), an “ensuring” (for protection) and an “enhancing” (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity.

Adding the important issues mentioned, on the literature of a news article of Ina Hernando-Malipot, available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html, she stressed the study done by Dr. Jill Bevan-Brown, associate professor at Massey University in New Zealand during the 5th International Conference on Teacher Education (ICTED) marking that the children with special needs from ethnic minority groups can have additional disadvantage.

In her talk entitled, “Culturally Appropriate Provisions for Children with Special Needs from Ethnic Minority Groups: A Story of Two Maori Initiatives,” Dr. Brown mentioned that for children with special needs from ethnic minority groups, having access to special education provisions is not a problem. In fact, in various special education categories, they are over-represented. “However, receiving an education that is culturally-appropriate and effective is major issue.”

“Thus, we have developed two initiatives that aim to improve this situation – the teachers conducting a cultural self-review of their early childhood center or school as part of their SpEd qualification; and the involvement of government agencies, teachers and parents of the children,” Dr. Brown revealed.

Dr. Brown finally said that in gaining education, children with special needs have additional challenges compared to their non-disabled peers. “Similarly, children with special needs from ethnic minority groups face challenges their disabled peers from majority cultures do not face, these children have been dealt ‘double whammy’.”

The literature clearly appeals that change or innovation must be made to fit to the educational needs of the Aeta community in Brgy. Villa Espina, Lopez, Quezon. Since the ALS in this community is newly born, greater measures adaptive to their or Aeta clienteles’ culture which is being compromised should and must be acted upon not only by the ALS people, but also by the LGU, the NCIP, and most of all by people who are in control of major local resources.

IMPLEMENTATION REQUIREMENTS

The following questions have become starting points to ponder. Is the ALS in Villa Espina “enabling” its Aeta clienteles (for recognition and empowerment)? “Ensuring” (for protection)? And “enhancing” (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity?

Mrs. Oblina is hopeful that the modules on functional literacy that they have been waiting to be delivered by the national office would be received at the soonest possible time to empower the process of instruction and therefore the Aeta clienteles. The Local Government Unit through the Municipal Mayor, Hon.Isaias Ubana, has been planning an initiative that would give the Aeta community a place of home and refuge where their inherit and latent cultural ways and norms will be restored and revived. The Municipal Mayor himself has just disclosed this local initiative to the ALS coordinator. This mode of action if achieve would ensure protection. However, issues about ancestral domain surfaces. This is not the first time, municipal heads before the incumbent mayor had been appealed by the Aeta community though their local chieftain for support of their ancestral land recovery. Unfortunately, the petition for land recovery fell to deaf ears or should the researchers say “no clear response at the moment”.

With the trainings and supports given by the national and local government units side by side with the non-governmental sectors, the ALS Lopez East District and the researchers envision that the ALS for the Aeta community in Lopez, Quezon on its long-term target goals will continue to realize and realize those following plans of:

· Offering of food for school program be sustained and as time progress be replaced by a sustainable livelihood programs which the Aeta clienteles can be trained of and apparently leading to their independence from aids to self-sufficient and working individual or group of the community;

· Liberating the members of the Aeta community from ignorance to functionally literate people. A functionally literate person is defined as one who can communicate effectively, solve problems scientifically, creatively and think critically, use resources sustainable and be productive, develop himself/herself and his/her sense of community and expand his/her world view;

· Accessing to accreditation and competency tests is given to the ALS Aeta graduates. If the clientele is successful in the competency exam, going or transferring to the higher formal education if he or she desires, will be straightforward for them;

· Having properly paid, equipped, and trained instructional managers. Nationalization of the locally compensated IMs will empower them further to work not only as a teacher but as highly committed social workers for the betterment of the clienteles; and

· Educating them not only for literacy but also for restoration of their cultural ways as Indigenous People (IP) who have their cultural integrity and ancestral domains creating their own cultural identity as part and parcel of the Lopez, Quezon community and of the Filipino people.

To achieve all of these, which some are still in plans, need hand-in-hand actions emanating both from the government and from the Aeta community. If this will be realized, equitable access to education is now at hand to those who need and aspire for it. Apparently, tt comes from alternative ways, if non-governmental sectors even take part to this movement like the ABSCBN school building project for the Aeta, and other philanthropic individual who are all genuine in their interests, the social cultural revival and education empowerment for the Aetas will surely be accomplished.

References and Further Readings:

Ina Hernando-Malipot news article available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html

Executive Order No. 358 S. 2004 available at http://www.ops.gov.ph/records/eo_no356.htm

The Indigenous Peoples Core Curriculum by Department of Education, Bureau of Alternative Learning System (BALS) Handouts 2006

Lopez East District Alternative Learning System Initial School Reports SY 2008-2009

Acknowledgements are given to the following persons for the interviews, observation and other data gathered of which the researchers are greatly indebted with.

MRS. ANGELINA J. OBLINA, Lopez East District ALS Coordinator

MRS. MARIVEL A. OBLINA, Instructional Manager

MRS. WILMA S. CAPISTRANO, Instructional Manager

THIS MINI CASE STUDY, WHICH THE RESEARCHERS CONSIDERED AS LABOR OF LOVE, IS IMPLICITLY DEDICATED TO THE AETA COMMUNITY OF BRGY. VILA ESPINA, LOPEZ, QUEZON. MAY YOU FLOURISH AND BE NOURISHED BY THE ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT.

Reynald Cacho

The greatest thing about an usecured personal loan is that you can get the cash you need inmmediately. There are no long application processes and you don’t have to wait a week to find out if you have been approved. This loan is a very quick loan because there are less requirements and the lenders do not always ask for proof of everything. Plus you will not need any collateral to qualify so it makes it easier to process the loan in a hurry.

You can use the money from this loan for consolidating credit card debt, a medical emergency, college expenses, unexpected expenses, or a number of other reasons. You could even use it for rent, utility bills, groceries, car payments, or any other bills that you might have fallen behind on or are in jeapordy of being disconnected. The bottom line is you can use this type of loan for anything you need it for or even for something you want. It will be your money to spend however you prefer.

You should be careful though because we are talking about money that you have to pay back, and since you are able to use the money for virtually anything you have to understand what these loans are really for. Unsecured personal loans are made for you to get out of a situation that you need help with in a hurry. They are designed to be paid back pretty quickly and are not designed to be a way of life, even though some people have decided to live off of these loans.

You should always do some research on the company you decide to get a loan through by checking the better business bureau and the Attorney General’s office for complaints. You should also check to see if the company has any testimonails or references from past borrowers. There are many companies out there that will be able to help you and you should make sure you take your time to find the right one for you. This is important because having the right lender can make all the difference in the experience you have and whether it goes well for you or not. Plus if you build up a relationship with them you will be able to use them again in the future.

Once you choose a company you need to make sure you look over the loan document very thoroughly so thaty ou get the deal that you want. There will be an interest rate and you need to make sure this is an annual rate and not a monthly or daily rate. If there is any part of the documents that you are having trouble understanding you can ask the lender to explain them to you or you can have a lawyer look over the documents for you.

Before you go applying for your unsecuredd personal loan you should first evaluate your financial situation to make sure you really need the loan and can repay it. Unsecured personal loans are great for emergencies and can really help you when you are in a bind. Make sure you use them responsibly and do not get stuck in a cycle of using them over and over again.

Gressly Stevens
http://www.articlesbase.com/finance-articles/unsecured-personal-loans-your-guide-to-the-perfect-loan-for-you-680294.html

Since the 1940s k-12 schools taught the whole language concept of reading- memorizing words, known as sight-reading. When we were a manufacturing society, sight-reading and memorization was the easy quick way to prepare people for the factory as basic reading skills were necessary. Unfortunately, whole language has virtually left generations of students functionally illiterate to struggle with reading every day in this highly complex world.

Dropouts begin the dropping out process as early as fourth grade when it becomes quite apparent they cannot read well enough to keep pace with the curriculum. Or worse yet when they can no longer handle the shame and embarrassment of special education.

Many individuals have moved through their life in special education classrooms or now resource rooms in high schools. They have endured taunting and teasing by fellow students being called stupid often. These students misbehave, talk too much, clown around to protect their heart from the pain and embarrassment of not knowing how to read. They want to read. They are not stupid. They are part of the largest failed educational experiment in the history of the United States. They are pseudo special education students as the school systems did not know what to do with the participants of this failed experiment. So they dumped them into classes with physical disabled or mentally retarded students further impairing them.

Teachers love sight reading as it is easier to teach than phonics and etymology. Remember reading Dick and Jane books over and over until you memorized the sentences. That was sight reading. Or remember the program Drop Everything And Read (DEAR). That was a sight reading program too. If these jog your memory of either your experience or your child’s history, do you remember learning to read?

Don’t get me wrong! I do believe people expand their vocabulary by reading at least 20 minutes a day. However, I do believe reading is knowing the sounds of the 26 letters in the alphabet. Then using the alphabet to sound out words is the basis for reading. Sounding out words followed by knowing the prefixes, suffixes and root words is the foundation to reading comprehension. There is no other way to comprehend what a person reads without phonics and etymology.

Since you or your child are not alone in your reading dilemma, shake the shame and embarrassment of not knowing how to read. Reading is fundamental to life. In order to survive and thrive, one must learn to read. The economy is wiping out factory and low level jobs. It is your time to read or make sure your child can read and move on to college. It is possible.

Too embarrassed to go to a classroom, try cyber or online classes in the privacy of your own home. STRONG READER is one of those cyber classes video games equipped with an avatar audiovisual class guide, games, quizzes and audio chats. Students who used it during its pilot gained 3.6 reading levels in less than 7 months. Get on with your life. Get your child out of those special education classes. Not sure what to do. Try STRONG READER to improve their reading level. Then ask the school tto test them our of special education classes.

Ida Byrd-Hill

The road to a career can be long and winding with lots of dead ends and wrong turns. Perhaps you’ve hit some of these occupational detours–unnecessary coursework, scattered employment opportunities, and wandering around the Internet, looking for just the right profession. But with a career college, you can be on the fast track to a rewarding career in a respected field. “I received training in exactly what employers are looking for,” said one career school student. “I didn’t waste time taking classes that I didn’t really need for the job market.”

If you’re thinking about earning a certificate from a career college that trains you for a specific healthcare support position, such as, a pharmacy technician, medical assistant, or health claims examiner/medical biller, and other challenging positions–it’s important to ask questions before enrolling. You’ll want to feel confident about your decision before embarking on your studies. According to educational experts, here are some criteria to guide you as you evaluate the pros and cons of a career college:

1. INTERESTS AND GOALS:

What kind of career and technical training do you want to receive? If you’re interested in medical support careers, you’ll want to consider a career college that specializes in that type of preparation. Look for an established college with a good reputation.

Will the education you receive be adequate training for your job? If you’re interested in being a pharmacy technician, for example, you will want to gain technical knowledge and practical skills such as dosage calculations, drug distribution systems, and product recognition.

2. CHOOSING A SCHOOL:

Is the school accredited and will you receive a certificate of completion? Accreditation means that the institution’s programs and policies have been reviewed and meet the criteria set by an outside agency recognized by the U.S. Department of Education or specialized industry group. This ensures that you’ll receive a quality education with high standards and lends credibility to your certificate of completion, for potential employers.

Does the school have convenient locations? Look for a career college that has campuses in different counties and is accessible by public transportation as well as freeways. Check to make sure parking is available.

Does the school have modern classrooms and advanced medical equipment? Modern classrooms and labs with advanced equipment mean that you’ll have the tools you’ll need to be prepared for the first day on the job.

What are the requirements for admission? Typically, applicants are required to complete an application form and participate in a personal interview with admissions representatives, as well as visit the campus. If you need a GED, some schools will assist you in preparing for and taking this high-school equivalency test if you have been approved for testing by the school administration. If you don’t have a high school diploma or GED, some programs only require that you pass a nationally recognized ability-to-benefit test.

3. FINANCIAL AID:

How will you pay for your training or program? Career colleges are very affordable, and financial aid is available to those who qualify. The financial aid office can help qualifying students apply for the funds they need. You’ll also have several options for tuition payment. Grants and low-interest loans can help those with financial needs.

4. OTHER SPECIAL CONSIDERATIONS:

Does the career college offer career development or employment assistance? You should look for a school that offers the help of a career services department to help you find employment after you graduate. For both students and alumni, this can include interviewing techniques and resume preparation; job leads and networking workshops; and time management planning.

To request information about southern California healthcare career colleges, visit

American Career College at www.americancareer.com or call  877-809-8686.

Patty Norton