The "Undue Weight"

For the past 10 years I've immersed myself in the details of one of the most famous events in American labor history, the Haymarket riot and trial of 1886. Along the way I've written two books and a couple of articles about the episode. In some circles that affords me a presumption of expertise on the subject. Not, however, on Wikipedia.

The bomb thrown during an anarchist rally in Chicago sparked America's first Red Scare, a high-profile show trial, and a worldwide clemency movement for the seven condemned men. Today the martyrs' graves are a national historic site, the location of the bombing is marked by a public sculpture, and the event is recounted in most American history textbooks. Its Wikipedia entry is detailed and elaborate.

A couple of years ago, on a slow day at the office, I decided to experiment with editing one particularly misleading assertion chiseled into the Wikipedia article. The description of the trial stated, "The prosecution, led by Julius Grinnell, did not offer evidence connecting any of the defendants with the bombing. ... "

Coincidentally, that is the claim that initially hooked me on the topic. In 2001 I was teaching a labor-history course, and our textbook contained nearly the same wording that appeared on Wikipedia. One of my students raised her hand: "If the trial went on for six weeks and no evidence was presented, what did they talk about all those days?" I've been working to answer her question ever since.

I have not resolved all the mysteries that surround the bombing, but I have dug deeply enough to be sure that the claim that the trial was bereft of evidence is flatly wrong. One hundred and eighteen witnesses were called to testify, many of them unindicted co-conspirators who detailed secret meetings where plans to attack police stations were mapped out, coded messages were placed in radical newspapers, and bombs were assembled in one of the defendants' rooms.

In what was one of the first uses of forensic chemistry in an American courtroom, the city's foremost chemists showed that the metallurgical profile of a bomb found in one of the anarchists' homes was unlike any commercial metal but was similar in composition to a piece of shrapnel cut from the body of a slain police officer. So overwhelming was the evidence against one of the defendants that his lawyers even admitted that their client spent the afternoon before the Haymarket rally building bombs, arguing that he was acting in self-defense.

So I removed the line about there being "no evidence" and provided a full explanation in Wikipedia's behind-the-scenes editing log. Within minutes my changes were reversed. The explanation: "You must provide reliable sources for your assertions to make changes along these lines to the article."

That was curious, as I had cited the documents that proved my point, including verbatim testimony from the trial published online by the Library of Congress. I also noted one of my own peer-reviewed articles. One of the people who had assumed the role of keeper of this bit of history for Wikipedia quoted the Web site's "undue weight" policy, which states that "articles should not give minority views as much or as detailed a description as more popular views." He then scolded me. "You should not delete information supported by the majority of sources to replace it with a minority view."

The "undue weight" policy posed a problem. Scholars have been publishing the same ideas about the Haymarket case for more than a century. The last published bibliography of titles on the subject has 1,530 entries.

"Explain to me, then, how a 'minority' source with facts on its side would ever appear against a wrong 'majority' one?" I asked the Wiki-gatekeeper. He responded, "You're more than welcome to discuss reliable sources here, that's what the talk page is for. However, you might want to have a quick look at Wikipedia's civility policy."

I tried to edit the page again. Within 10 seconds I was informed that my citations to the primary documents were insufficient, as Wikipedia requires its contributors to rely on secondary sources, or, as my critic informed me, "published books." Another editor cheerfully tutored me in what this means: "Wikipedia is not 'truth,' Wikipedia is 'verifiability' of reliable sources. Hence, if most secondary sources which are taken as reliable happen to repeat a flawed account or description of something, Wikipedia will echo that."

Tempted to win simply through sheer tenacity, I edited the page again. My triumph was even more fleeting than before. Within seconds the page was changed back. The reason: "reverting possible vandalism." Fearing that I would forever have to wear the scarlet letter of Wikipedia vandal, I relented but noted with some consolation that in the wake of my protest, the editors made a slight gesture of reconciliation—they added the word "credible" so that it now read, "The prosecution, led by Julius Grinnell, did not offer credible evidence connecting any of the defendants with the bombing. ... " Though that was still inaccurate, I decided not to attempt to correct the entry again until I could clear the hurdles my anonymous interlocutors had set before me.

So I waited two years, until my book on the trial was published. "Now, at last, I have a proper Wikipedia leg to stand on," I thought as I opened the page and found at least a dozen statements that were factual errors, including some that contradicted their own cited sources. I found myself hesitant to write, eerily aware that the self-deputized protectors of the page were reading over my shoulder, itching to revert my edits and tutor me in Wiki-decorum. I made a small edit, testing the waters.

My improvement lasted five minutes before a Wiki-cop scolded me, "I hope you will familiarize yourself with some of Wikipedia's policies, such as verifiability and undue weight. If all historians save one say that the sky was green in 1888, our policies require that we write 'Most historians write that the sky was green, but one says the sky was blue.' ... As individual editors, we're not in the business of weighing claims, just reporting what reliable sources write."

I guess this gives me a glimmer of hope that someday, perhaps before another century goes by, enough of my fellow scholars will adopt my views that I can change that Wikipedia entry. Until then I will have to continue to shout that the sky was blue.

Timothy Messer-Kruse is a professor in the School of Cultural and Critical Studies at Bowling Green State University. He is author of The Trial of the Haymarket Anarchists: Terrorism and Justice in the Gilded Age (Palgrave Macmillan, 2011) and The Haymarket Conspiracy: Transatlantic Anarchist Networks, to be published later this year by the University of Illinois Press.

International Conference on Educational Leadership

Speakers: Prof. Dr. Deanne Magnusson, Dr. Maria Bamforth, Dr. Pushpanadham Karanam

Organised by: Faculty of Education, ABAC, Bangkok

Date: 25-26 November 2005

Location: ABAC Bangna Campus, Bangkok

1. Leadership for Student-Centered Learning in a Culture of Educational Change

Prof. Dr. Deanne Magnusson, University of Minnesota, USA

Dr. Magnusson’s message started of by stating that school managers should become leaders to guide transition into the future, instead of just maintain their schools the way they are.

Her experience in the USA is that the nature of teaching
and learning are changing; students are actively participating in the learning process, construct their own knowledge and are working on challenging and authentic learning tasks. The role of teacher has become facilitator.

New US high standards for teaching and learning comprise ‘No child left behind’ and accountability for teaching and learning. The goal is to reduce the diverse learner achievement gap. Schools should improve continuously to facilitate new ways of teaching and learning.

She followed up with recommendations for Thai education reform, which reflect the student-centered ways of teaching and learning, although she realises that local values should always be taken into account (‘One size does not fit all’).

She went on to discuss the important role of leadership for successful school cultures. A key element of effective schools is distributive leadership, in which responsibilities for success are distributed to all parties involved (‘Collective responsibility creates ownership’).

Continuous assessment, feedback and authentic tasks are parts of successful instruction. Instruction should be differentiated to cater for individual differences between students. Students should work in flexible groups based on skills, interests and / or similar learning patterns, be assessed continuously and feedback should lead to improved instruction.

The last part of her presentation went too fast and she skipped most of the slides. She touched quickly on the new professional development paradigm; student-centered learning requires a new professional development design as a continuous process with the educators involved instead of one-off workshops by experts. Developing school personnel is the key.

Her conclusion is that we should recognise differences in individual students and ends with W. Yeats ‘Is education a bucket to be filled or a fire to be kindled’?, with which I assume she wants to stress the ‘new’ role of educators as facilitators.

2. Building Leadership through Effective Communication - 1

Dr. Maria Bamforth, University of Huddersfield, England

Dr. Bamforth’s distinguished external and internal leadership skills. Components like vision, flexibility, humility, charisma, integrity, motivation, accessibility and communications skills are important assets for a leader.

With regards to communication skills she advised leaders to be assertive. Assertiveness combines the good points of aggressiveness (like stand up for your rights, state your views) with the good points of non-aggressiveness (express feelings, humility).

Assertiveness should be practiced with integrity, directness, honesty and respect for others. Leaders should develop assertiveness as one of their personality traits.

3. Building Leadership through Effective Communication - 2

Dr. Pushpanadham Karanam, Assumption University

Summary

Dr. Pushpanadham continued the subject of effective communication.

He claims that leadership should be a partnership that can be achieved through quality communication. Body language makes up 93 % of a communication, the actual words only 7 %, so it is important to be positive if you want to achieve something.

Another important aspect of quality communication is to be credible, which means one should be dynamic, competent and trustworthy.

Reflections

I was surprised to see that body language plays such a more important role than the actual words spoken; the percentage seems extremely high.

I did some research on the Internet with regards to this percentage. The 93 % apparently originates from psychologist Albert Mehrabian (Chapman), who did extensive research on non-verbal communication from the sixties.

Body language comprises facial expressions, gaze, gestures, postures, tones of voice, but also grooming habits and body positioning in space etc. Biologists distinguish factors that are innate (e.g. facial flush), learned (e.g. thumbs up) or mixed (e.g. laughing). (Givens) This means that it is possible to influence your body language and make it more positive as Dr. Pushpanadham stated. This will be most difficult or maybe impossible for some of the innate factors (How can you stop someone from blushing?), although factors like blinking your eyes too quickly can be controlled. Learned and mixed factors can probably be influenced if you work on it.

Entrepreneurial Development Framework for Institutions of Higher Education

Problem statement
The research question under discussion is formulated as What minimum requirements should be set in an entrepreneurial and innovation framework in order to support entrepreneurial and innovation knowledge creation at institutions of higher education?This article attempts to develop a framework to encourage entrepreneurial thinking within a higher education environment, taking into account consideration policy and infrastructural requirements, knowledge creation fundamentals and institutional arrangements.
Policy intervention
Policy initiatives within higher education institutions are essential to establish guidance for entrepreneurs, funding agencies, industry, labour in general and for students and institutions of higher education in particular.Government policies.The higher education institution policies:The higher education institution must provide a working atmosphere in which entrepreneurship can thrive. Technology licensing offices (TLOs) must be established at the higher education institutions. An investment in patent rights by the higher education institutions will ensure future capital investments into the institution. Policies, procedures and network contacts to capture venture capital must be established.Research and Development policies in entrepreneurship must be refined and focused. Currently, the focus of entrepreneurial research at Tshwane University of Technology in South Africa falls within the three niche areas of business clustering, business development and management of innovation. Parties contributing to such a knowledge node might include industrial partners, specialists from industry, relevant government agencies, foreign investors, community forums, labour unions, academic specialists, research foundations, funding agencies, students and potential entrepreneurs. An information network connecting entrepreneurs to venture capitalists should be established within this knowledge node.Gregorio and Shane (2003:212) also emphasize the need for the higher education institution to demonstrate intellectual eminence. To ensure an intellectual eminence of their outputs, higher education institutions should select students carefully.The higher education institution should also encourage the development of incubators, either close to the institution or close to the involved industry. Information networks connecting entrepreneurs to venture capitalists should be established within the higher education institution.
Strategy to develop an entrepreneurial innovative culture
When training entrepreneurs two realms of knowledge should be recognized, "tacit" and "explicit". The engineer is a man of action developing mental skills but seldom having the opportunity to develop manual skills. Lin, et al. (2004:4) recognize the need for formal and informal funding relationships within the business environment. Lin, et al. (2004:6) thus regard social capital as "entrepreneurial social infrastructure". External triggers that encourage entrepreneurship arise from developments in the external environment. Ireland, et al. (2006:12). Markman and Baron (2003:288) regard self-efficacy as an important success factor in developing entrepreneurs. Policy initiatives from within the higher education institution should establish the knowledge node which should include academic specialists, research foundations, relevant government officials, industrial partners, specialists from industry, foreign investors, community forums, labour unions, funding agencies, students and potential entrepreneurs. Information networks connecting entrepreneurs to venture capitalists should be established within this knowledge node. Intellectual Property policies should be developed by the business development niche area to ensure that possible TLO start-ups within the higher education institution are protected and that patenting, marketing or other up-front costs are paid by the higher education institution or associated enterprises. The higher education institution could liaise with the Innovation Hub established in conjunction with the CSIR. A teaching strategy should be developed to foster tacit knowledge development. Group work, problem solving, idea generation, innovating, designing and face to face communication should be extensively used.

An Inside Look at the Special Education Profession

Special education professionals work to promote students' overall behavioral, social and academic growth. Special education professionals aide students in developing socially appropriate behavior within their family, school and community. Teachers of special education help students become more confident in their social interactions. Special education professionals administer activities that build students' life skills.Below is a breakdown of the short and long-term responsibilities of a special education teacher.First and foremost, special education teachers focus on the development and academic needs of children with disabilities. Special education teachers work alone or with general education teachers to individualize lessons, develop problem-solving techniques and integrate children into group projects with other students. Furthermore, special education teachers are responsible for ensuring that the needs of disabled children are met during assessment periods.The types of disabilities a special education teacher might encounter are difficult to predict. Knowledge of the most recent education modules, medical research and behavioral practices Knowledge of the latest medical technology relevant to special educationDue to the specialization of the field, special education teachers in all 50 states must receive licensure before employment. Licensures are approved by each state's board of education, and the requirements for certification differ between states. In many cases, hopeful special education professionals do not meet the requirements of special education licensure due to their prior completion of degree programs outside of the field of education. The hope of these programs is to attract new special education professionals and fill the growing need for teachers. After several years, some special education teachers look for new opportunities within their field. Experienced teachers of special needs students have also moved up to serve as mentors to incoming special education teachers.Due to the new emphasis on education and training in legislature, special education professionals will become even more valued.
Can I Make a Living as a Special Education Teacher?
As mentioned previously, the special education job market is on the rise. In 2004, the BLS reported 441,000 employed special education teachers in the nation. In rare cases, special education professionals were involved in home or hospital care.
Source by ezinearticles.com

Educational History of the Nation

Elementary education
In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madrasahs (which referred to higher education), a maktab was often attached to an endowed mosque. In the 11th century, the famous Persian Islamic philosopher and teacher Ibn Sina (known as Avicenna in the West), in one of his books, wrote a chapter about the maktab entitled "The Role of the Teacher in the Training and Upbringing of Children", as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils as well as the usefulness of group discussions and debates. Ibn Sina described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school.
Primary education
Ibn Sina wrote that children should be sent to a maktab school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote that they should be taught the Qur'an, Islamic metaphysics, language, literature, Islamic ethics, and manual skills (which could refer to a variety of practical skills).
Secondary education
Ibn Sina refers to the secondary education stage of maktab schooling as a period of specialization when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be allowed to choose and specialize in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.
Higher education
During its formative period, the term 'madrasah' referred to a higher education institution, whose curriculumphilosophy and the secular sciences were often excluded. The curriculum slowly began to diversify, with many later madrasahs teaching both the religious and the "secular sciences", such as logic, mathematics and philosophy. Some madrasahs further extended their curriculum to history, politics, ethics, music, metaphysics, medicine, astronomy and chemistry. The curriculum of a madrasah was usually set by its founder, but most generally taught both the religious sciences and the physical sciences. Madrasahs were established throughout the Islamic world, the most famous being the 10th century al-Azhar University and the 11th century Nizamiyyah, as well as 75 madrasahs in Cairo, 51 in Damascus and up to 44 in Aleppo between 1155 and 1260. Many more were also established in the Andalusian cities of Córdoba, Seville, Toledo, Granada (Madrasah of Granada), Murcia, Almería, ValenciaCádiz during the Caliphate of Córdoba.and initially included only the "religious sciences", whilst
In the Ottoman Empire during the early modern period, "Madrasahs were divided into lower and specialized levels, which reveals that there was a sense of elevation in school. Students who studied in the specialized schools after completing courses in the lower levels became known as daniÅŸmends."
College
The origins of the college lie in the medieval Islamic world. While "madrasah" can now refer to any type of school, the term "madrasah" was originally used to refer more specifically to a medieval Islamic college, mainly teaching Islamic law and theology, usually affiliated with a mosque, and funded by an early charitable trustwaqf. It has been argued that the internal organization of the first European colleges was borrowed from the earlier madrasahs, like the system of fellows and scholars, with the Latin term for fellow, socius, being a direct translation of the Arabic term for fellow, ṣāḥib. known as
The funding for madrasahs came primarily from waqf instititions, which were similar to the charitable trusts that later funded the first European colleges. Syed Farid Alatas writes:

    "The madrasah was established as a charitable trust (waqf) founded by individual Muslims, which legally bounded the founder to run it as a madrasah. It had the legal status of an institution but was not a state institution. According to Makdisi, there are two arguments in favour of the idea of the Islamic origins of the college. One is the waqf or charitable trust and the other the internal organization of the college."

The evolution of a human rights convention

The creation of a human rights convention involves the collaborative efforts of many individuals and institutions. The starting point is always a perceived need, a human rights problem that needs to be addressed by the international community. It may be a general need to codify basic rights, such as those in the Covenants, or a specific global concern, such as the proliferation of land mines or the trafficking of persons.

The Convention on the Rights of the Child provides an example of the process by which a human rights convention evolves and the role of NGOs in its creation.

1. Identification of a problem:

Efforts to protect children from abuse and exploitation date back to the nineteenth century, when children were generally regarded as the property of their parents until they reached the age of maturity, generally twenty-one. Reformers focused on child labour and abuse of homeless or orphaned children. In 1923 Eglantine Jebb drafted The Declaration on the Rights of the Child, which was adopted by the League of Nations in 1924.

However, neither the UDHR nor the conventions that evolved as the UN human rights framework made any specific notice of the rights of children. These documents tacitly generalised that like every human being, children had human rights, but they failed to recognize children as rights-bearing individuals.

2. A statement of general principles:

The first step toward the Children’s Convention was the UN Declaration on the Rights of the Child. In 1959 a working group drafted ten principles setting forth the basic rights to which all children should be entitled. However, as a declaration, these principles were not legally binding on governments.

3. The drafting process:

These principles then needed to be codified in a convention. The formal drafting process for the Children’s Convention lasted nine years, during which representatives of governments, intergovernmental agencies, such as UNICEF and UNESCO, and nongovernmental organisations large (e.g. Save the Children, the International Red Cross, Oxfam) and small (e.g. national organisations working on specific issues such as child labour, health, education or sports) worked together to create consensus on the language of the convention.

4. Adoption:

The Children’s Convention was adopted by the UN General Assembly in 1989.

5. Ratification:

The Children’s Convention was immediately signed and ratified by more nations in a shorter period of time than any other UN convention.

6. Entry into force:

As a result of its rapid ratification, the Children’s Convention entered into force as international law in 1990, only a few months after its adoption. Furthermore, the total number of member states that have ratified the Children’s Convention has surpassed that of all other conventions. So far only two member states have not ratified it: Somalia and the United States.

7. Implementation, Monitoring and Advocacy:

As with all human rights conventions, the Children’s Convention provides individuals, NGOs and international organisations with a legal basis for their advocacy on behalf of children. They can motivate a government to ratify a treaty and monitor how they keep their treaty obligations. When a government fails to meet these commitments and violates the rights of children, NGOs can call them to account. In cases of systematic abuse, individuals and NGOs can bring a case before the Committee on the Rights of the Child.

Education Quotations

The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.
Martin Luther King, Jr.

Education is what remains after one has forgotten what one has learned in school.
Albert Einstein

It is a miracle that curiosity survives formal education.
Albert Einstein

The only thing that interferes with my learning is my education.
Albert Einstein

No part of the education of a politician is more indispensable than the fighting of elections.
Winston Churchill

I've never let my school interfere with my education.
Mark Twain

Education is the most powerful weapon which you can use to change the world.
Nelson Mandela

Cauliflower is nothing but cabbage with a college education.
Mark Twain

Don't let schooling interfere with your education.
Mark Twain

Education consists mainly of what we have unlearned.
Mark Twain

Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.
Oscar Wilde

I have never let my schooling interfere with my education.
Mark Twain

I never let schooling interfere with my education.
Mark Twain

Soap and education are not as sudden as a massacre, but they are more deadly in the long run.
Mark Twain

To penetrate and dissipate these clouds of darkness, the general mind must be strengthened by education.
Thomas Jefferson

Genius without education is like silver in the mine.
Benjamin Franklin
The goal of education is the advancement of knowledge and the dissemination of truth.
John F. Kennedy
Education without values, as useful as it is, seems rather to make man a more clever devil.
C. S. Lewis

Purity of personal life is the one indispensable condition for building up a sound education.
Mahatma Gandhi

Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource.
John F. Kennedy

The Education of Children

Sirs!
A Little Book to assist, The Education of Children, is now in your Hands. But can they be well Educated, if their Parents never send them to SCHOOL? This is a point that seems now to call for some Inculcation.
A Good School deserves to be call'd, the very Salt of the Town, that hath it: And the Pastors of every Town are under peculiar obligations to make this a part of their Pastoral Care, That they may have a Good School, in their Neighbourhood.
A woeful putrefaction threatens the Rising Generation; Barbarous Ignorance, and the unavoidable consequence of it, Outrageous Wickedness will make the Rising Generation Loathsome, if it have not Schools to preserve it.
But Schools, wherein the Youth may by able Masters be Taught the Things that are necessary to qualify them for future Serviceableness, and have their Manners therewithal well-formed under a Laudable Discipline, and be over and above Well-Catechised in the principles of Religion, Those would be a Glory of our Land, and the preservatives of all other Glory.
The Minster that shall give his Neighbours No Rest, unto they have agreeable Schools among them, and that shall himself also at some Times inspect and Visit the Schools, will therein do much towards Fulfilling that part of his Ministry, Feed my Lambs; and his Neighbours under his Charge will (whatever they think of it!) have cause to Bless God, for this Expression of his Faithfulness.
But these are not the only persons to whom this matter belongs; The Civil Authority, and the whole Vicinity cannot be True to their own Interest, if they do not say, We also will be with thee.
When the REFORMATION began in Europe an hundred and fourscore years ago, to Erect Schools everywhere was one principal concern of the Glorious and Heroic Reformers; and it was a common thing even for Little Villages of Twenty or Thirty Families, in the midst of all their Charges, and their Dangers, to maintain one of them.
The Colonies of New England were planted on the Design of pursuing that Holy Reformation; and now the Devil cannot give a greater Blow to the Reformation among us, than by causing Schools to Languish under Discouragements.
If our General Courts decline to contrive and provide Laws for the Support of Schools; or if particular Towns Employ their Wits, for Cheats to Elude the wholesome Laws; little do they consider how much they expose themselves to that Rebuke of God, Thou hast destroyed thyself, O New England.
Would we Read, in the ancient Histories, how zealous the more discreet Pagans were to maintain Schools among them; it might put us Christians to the Blush, among whom 'tis common for Schools to starve and sink; and a mind sordidly covetous, Withholds more than is meet, but it tends unto what is Infinitely worse than poverty.
Sirs, What will be the Issue of these Things The Issue will be, That, Si Ecclesia desideret pastorem, facilius Impostorem, inveniet quam pastorem; Et Res publica pro Doctore Juris, Juris Tortorem; Et pro medicis, mendici, pro praceptoribus, Deceptores sese offerent.
But least through the Want of Schools, there should in a little while be scarce one man in a place able to construe this Description of the Fate following upon that want, I will transcribe in plain English, the first Article of the Prognostications upon the Future State of New England, lately published:
"Where [Godly] Schools are not vigorously and Honourable Encouraged, whole Colonies will sink apace; into a Degenerate and Contemptible Condition, and at last become horribly Barbarous:
And the first Instance of their Barbarity will be, that they will be undone for want of men, but not see and own what it was that undid them." You will therefore pardon my Freedom with you, if I Address you, in the words of Luther:
"If ever there be any Considerable Blow given to the Devil's Kingdom, it must be, by Youth Excellently Educated. It is a serious Thing, a weighty Thing, and a thing that hath much of the Interest of Christ, and of Christianity in it, that Youth be well-trained up, and that Schools, and School-Masters be maintained. Learning is an unwelcome guest to the Devil, and therefore he would fain starve it out."
But we shall never long retain the Gospel, without the help of Learning. And if we should have no Regard unto religion, even the outward prosperity of a people, in this World would necessarily require Schools and Learned. Alas, that none are carried with Alacrity and Seriousness to take care for the Education of Youth and to Help the World with Eminent and Able men."
But the Freedom with which this Address is made unto you, is not so great as the Fervour that has animated it. My Fathers and Brethren, If you have any Love to God and Christ and Posterity; let [Godly] Schools be more Encouraged.
If you would not betray your Posterity into the very Circumstances of Savages, let Schools have more Encouragement. But in the Anguish, the Despair of Success to be otherwise found by this Address, I will Turn it from you unto the Almighty Hearer of Prayer.
And, O thou Saviour, and Shepherd of Thy New-English Israel: Be Entreated Mercifully to look down upon they Flocks in the Wilderness. Oh, give us not up to the Blindness and Madness of neglecting the Lambs in the Flocks. Inspire thy People, and all Orders of men among thy People with a just care for the Education of Posterity. Let Well-Ordered and well-instructed and well-maintained Schools, be the Honour and the Defence of our Land. Let Learning, and all the Helps and Means of it, be precious in our Esteem and by Learning, let the Interests of thy Gospel so prevail, that we may be made wise unto Salvation. Save us, O our Lord JESUS CHRIST. Save us from the Mischiefs and Scandals of an Uncultivated Offspring; Let this be a Land ofLight, unto Thou, O Sun of Righteousness, do Thyself arise unto the World with Healing in thy Wings.

Benefits of early childhood education

Chicago’s publicly-funded Child-Parent Centers have served almost 100,000 3- and 4-year-olds since 1967. Researchers tracked 989 of those children and 550 similar children not in the program for 14 years. The children who did not participate were 70 percent more likely to be arrested for a violent crime by age 18. This program also cut child abuse and neglect. In Ypsilanti, Michigan, 3- and 4-year-olds from low-income families who were randomly assigned to a group that did not receive preschool who were five times more likely to have become chronic lawbreakers by age 27 than those who were assigned to the High/Scope Educational Research Foundation’s Perry Preschool program.
The first-ever Conference about Early Childhood Care and Education took place in Moscow from 27 to 29 September 2010, jointly organized by UNESCO and the city of Moscow.
The overarching goals of the World Conference on Early Childhood Care and Education (WCECCE) are to:

• Reaffirm ECCE as a right of all children and as the basis for development
• Take stock of the progress of Member States towards achieving the EFA Goal 1
• Identify binding constraints toward making the intended equitable expansion of access to quality ECCE services
• Establish, more concretely, benchmarks and targets for the EFA Goal 1 toward 2015 and beyond
• Identify key enablers that should facilitate Member States to reach the established targets
• Promote global exchange of good practices

Outdoor Education Camps With Programs

Summer camps comes up with special offers outdoor education camp, leadership camp, science camp, awareness camp and many other social welfare schemes are offered to the public for reasonable prices. Outdoor education forms major part of the education and it is more required for people. Outdoor education is created and offered specially for kids, children and adults.The outdoor education activities, outdoor education courses, outdoor education programs are offered to kids, children, adults by outdoor education schools or outdoor education centers. Outdoor education camps are conducted either inside or outside classrooms. Outdoor education activities or outdoor education courses are provided by more number of outdoor institutes or adventure outdoor schools. An outdoor education course, outdoor education programs initiates cooperation, coordination, team building, goal settings and spirituality among the students and others. Outdoor education camps are provided by more number of outdoor education institutes or outdoor education schools for reasonable and affordable prices. Generally, adventure outdoor school or outdoor education schools provides outdoor education activities, outdoor education courses, outdoor education programs to kids, children and adults under prescheduled, guidance and procedures. With regards to qualified, professional and expert outdoor education instructor, outdoor education programs will be offered. Under proper guidance and precautions, outdoor educations will be offered to the people to enable them to know the required outdoor education provided. More number of kids, children and adults are obtaining the outdoor education programs offered.Generally, outdoor education programs and outdoor education courses are offered to students based on age group, duration of course offered and kind of outdoor education program selected. The outdoor education camp offered will be creative, enthusiastic, innovative and technical appraisement for the students hindering.

Online Mba Programs Imporantce and Working Professionals

Birth of technology has changed our way of life. We have now conducted a time when traditional practices of teaching that have been replaced with e-learning. With the change in the educational system, students are now able to enjoy the benefits of the study and acquisition of qualifications by distance learning. Former professionals have big challenges when trying to run tests face. Today things are different, and thankfully with the advent of e-learning professional programs individuals can work to improve their skills. Previously the company had a global reach, the slightest intention of Honors degree through online courses to accept. However, the situation is very different from what prevailed in years past. Today is one of the MBA course the most popular by professionals through distance learning programs pursued.

In an age when technology is the key factor for us, we can not imagine the continuation of traditional practices of teaching. The best part is that these business degrees are very accessible and can be completed within less time, one reason why most people are interested, the train traveling professionals who have completed their course of study online MBA will join. Distance learning has people from different walks of national and regional combine to enable programs. E-learning has revealed a sea of ​​opportunities for professionals looking forward to a few degrees more to add to add their credentials lifted. The degrees of MBA courses to help them reach the head forward to a brighter future that awaits them in the coming days.

Distance learning MBA programs are becoming widespread. Corporate houses to open more opportunities for those who reach a higher level of education. Achieved mainly by people with an administrative management and the background are preferred master in business administration than most other distance learning courses. This level only increases their chances of getting a good remuneration package as a candidate, the purchase could not acquire a general conclusion. In addition, these affordable prices, which are the payment terms simple and straightforward. A candidate must register as a rule, named for an online course for MBA and make other formalities.

As rent for a couple of professional situations based MBA a professional degree, they still prefer employees with a regular degree. Today, online learning courses are experiencing a boom, because the pursuit of ever-increasing demand for these courses aspirants specialized in business administration.

Discussing Traditional And Professional Degrees

Education has become the bread and butter of life, without it, nothing seems possible. While there are baskets full of ordinary graduates and traditional, but it is certainly a deficiency in the number of professional qualifications. In this age of globalization the world is really moving at daredevil speed. Now it could be the demand of specializations and graduates with some professional specializations added two birds with one stone. They could accelerate their professional development with professional qualifications and could increase forward in their careers. Some of her friends with a few degrees could not reach the ordinary halfway mark.

Have you ever wondered why poverty is almost a global problem and that the light of learning could help to eradicate it? The only difference is in the proverb, the homeless and slum dwellers. If you have the will, then you will definitely be able to reach your target MBA program and take action. You could even go for distance learning or online option. If you are a student who works, then it would be most appropriate. It gives you the flexibility, since the operation of two simultaneous tasks are needed at once.

Education is a fundamental principle of our existence, it really helps to be educated. Because it helps us win our other basic needs like food. Clothing and shelter. Education and degrees of the tool, we provide full power of knowledge and helps us to earn our food and other things, through jobs and enterprise. MBA is a professional degree such that will help us, our choice of the workplace. Today, education is also the traditional classroom to the virtual classroom with online learning format converted.

A good education helps you to realize your dreams possible. Earn a degree is really time consuming and tedious process. You need to study very seriously and you could win your choice of degree. Concerns in terms of professional qualifications, the MBA is looking for one of the most popular among students in the class or professional work. You can continue with the process of study, even during labor. The online option is one of the most flexible and could be practiced in the comfort of your home. The availability of computers and the Internet has contributed to the spread of education.